K-4 Mathematics Curriculum - Schoolwires

School District of the City of St. Charles

Submitted to the Board of Education

July 8, 2010

K-4 Mathematics Curriculum

2

Table of Contents

Table of Contents ….……………………………………………………………….2

Committee Members...……………………………………………………………..3

Mission Statement…………………………………………………………...……..4

Philosophical Foundation………………………… ……………………………….5

Rationale……………………………………………………………………………6

Course Description………………………………………………………………....7

Program Goals………………………………………………………………….…..8

Learner Objectives………………………………………………………….…..9-15

Scope and Sequence…………………………………………………………...16-19

Kindergarten Curriculum………………………………………………20-36

First Grade Curriculum…………………………………………………37-61

Second Grade Curriculum………………………………………………62-87

Third Grade Curriculum……………………………………..………..88-117

Fourth Grade Curriculum……………………………………...……..118-149

Appendix A

Grade-Level Expectations……………………………………………150-174

Appendix B

Show-Me Standards………………………………...………………..175-177

3

Committee Members

Olivia Crook Kindergarten Sheryl Horton Kindergarten

Molli Lindquist First Grade Amy Stiles First Grade

Laura Twillman Second Grade Jeanie Wallut Second Grade

Cathy Patton Third Grade Mary Kay Brandt Fourth Grade

Greg Lauter Fourth Grade Nicole Adams Teacher Leader

Julie Williams, Lincoln Principal, Team Leader

Dr. Danielle Tormala, Associate Superintendent-Curriculum and Instruction

4

District Mission Statement

The City of St. Charles School District will educate all students to become caring, productive, life-long

learners in a global society.

Math Mission Statement

The mission of the math program in the School District of the City of St. Charles is to provide students

the opportunity to explore and communicate mathematical ideas in order to become effective problem

solvers, contributing societal members, and life-long learners.

5

Philosophical Foundation

Teachers in the School District of the City of St. Charles share in and ascribe to a philosophy that

places children at the heart of the educational process. We feel that it is our professional responsibility

to strive to be our best at all times and to maximize our efforts by ensuring that the following factors

are present in our classrooms and our schools.

1. Learning is developed within the personal, physical, social, and intellectual contexts of the

learner.

2. A strong educational program should provide developmentally continuity.

3. The successful learner is motivated, strategic, knowledgeable, and interactive.

4. Children learn best when they have real purposes and can make connections to real life.

5. Effective learning is a combination of student exploration and teacher and mentor modeling.

6. Assessment is an ongoing and multidimensional process that is an integral part of instruction.

7. Making reading and writing connections across multiple sources and curricula facilitates

meaning.

8. Literacy for the future means literacy in multiple technologies.

9. Education must respond to society’s diverse population and serve all children.

10. Interactions among students, teachers, parents, and community form the network that supports

learning.

6

Rationale

The rationale for mathematics instruction in the St. Charles School District is to prepare students to be

informed problem solvers and life-long learners. At the elementary level we strive to help our students

understand mathematical concepts, skill and computation, and problem solving strategies. Students

will become aware of the connection of mathematical problem solving to real world situations.

7

Course Description

The elementary math curriculum emphasizes understanding while building a mastery of basic skills.

Students explore the full math spectrum, including number and operations, algebraic relationships,

geometric and spatial relationships, measurement, and data and probability. Instruction moves beyond

basic arithmetic and nurtures higher order and critical thinking skills in students. Lessons and

assessments are applied to the context of everyday, real-world problems and situations, while also

building and maintaining basic skills, including automatic fact recall.

8

Program Goals

In mathematics, students in the City of St. Charles public schools will acquire a solid foundation which

includes knowledge of:

addition, subtraction, multiplication, and division, other number sense, including numeration

and estimation and the application of these operations and concepts

geometric and spatial sense involving measurement, similarity, and transformation of shapes

data analysis, probability, and statistics

patterns and relationships of algebraic, and geometric concepts

mathematical systems of geometry and number theory

mathematics and its place in the global community

appropriate use of technology to solve problems

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Math Learning Objectives for Kindergarten

Numbers and Operations

Count by 1s, 5s, and 10s to 100

Recognize numerals up to 31

Recognize ½ of a shape

Use concrete objects and numerical expressions to add and subtract up to 20

Connect number words (orally) to quantities they represent

Count backwards by 1s

Verbally count 20 or more objects; estimate the number of objects in a collection

Use manipulatives to exchange 1s for 10s and 10s for 100s

Compare and order whole numbers up to 20

Algebraic Relationships

Identify patterns

Create and continue patterns

Model situations that involve whole numbers using pictures, objects or symbols

Geometric and Spatial Relationships

Identify and describe 2D and 3D shapes (circle, rhombus, rectangle, square, triangle, sphere,

cylinder, rectangular prism, pyramid, and cube) using physical models

Describe, name, and interpret relative positions in space (above, below, front, and behind)

Use manipulatives to recognize, from different perspectives and orientations, models of slides

and turns

Identify shapes having lines of symmetry

Measurement

Compare and order objects according to their size and weight

Describe passage of time using terms such as yesterday, today, and tomorrow

Identify and know the value of a penny, nickel, dime, and quarter

Measure objects of comparison by lengths (shorter, same, and longer)

Use nonstandard tools and techniques to estimate and compare weight and length

Identify standard measuring tools

Describe temperature using vocabulary such as hot, warm, and cold

Identify a thermometer as a tool for measuring temperature

Identify tools that measure time

Data and Probability

Sort items according to their attributes

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Create and interpret graphs using physical objects

Collect and organize data to create tally charts and tables

Describe events using certain, possible, impossible, and other basic probability terms

Math Learning Objectives for First Grade

Number and Operations

Count by 1s, 2s, 5s, and 10s to 100

Count a set of objects - at least 30 - with understanding

Read and write two- and three-digit numbers

Use cardinal and ordinal numbers in comparing and arranging quantities or objects

Make a reasonable estimate of group of objects

Recall and use basic facts with the sums and differences up to 20

Demonstrate an awareness of the place value of 1s and 10s with manipulatives

Identify shaded fractions such as halves and fourths

Identify single-digit numbers as even or odd

Count up and back by 1s starting with any number up to and including 100

Represent/model addition and subtraction using pictures, objects, or symbols

Describe the mental strategy used to solve addition and subtraction problems


Identify, extend, describe and create a pattern of at least three attributes in isolation or in the

everyday world

Find a pattern in a sequence of whole numbers or attributes and extend the sequence

Use a number grid to count up and back by 10s from any number

Solve simple number stories and represent as a number sentence

Apply commutative and associative properties of addition (turn-around facts, three addend

addition)


Identify, name and describe: circle, triangle, trapezoid, rectangle, rhombus, sphere, rectangular

prism, cylinder, and pyramid

Use two or more shapes to create another geometric shape

Identify two or more attributes of an object/shape

Recognize and locate geometric shapes in the everyday world

Use left and right to describe positions

Use manipulatives to model flips

Recognize shapes that have symmetry

Measurement

Use metric and English units of measurement to measure length to the nearest inch or

centimeter

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Tell time to the hour and half hour

Understand calendar information (e.g. days of the week, months of the year)

Select the appropriate tool for the attribute being measured (size, temperature, weight, time)

Count mixed groups of coins to a dollar including pennies, nickels, dimes, quarters, and half

dollars

Use non-standard units to measure objects (e.g. length of a book with paper clips)


Collect data and create a class graph

Describe parts of the data on a graph and the data as a whole

Represent one-to-one correspondence data using pictures and bar graphs

Sort and classify objects with more than two attributes

Identify situations as likely or unlikely

Math Learning Objectives for Second Grade


Count forward and backward beginning with multiples of 1, 2, 5 and 10 to 500

Read and write numerals up to, and including, four digits

Use <, >, and = symbols correctly in comparing and ordering numbers

Identify numbers as even or odd

Recall and use basic facts with sums and differences up to 20

Demonstrate an understanding of the place value of ones, ten and hundreds using manipulatives

Add two-digit numbers using multiple strategies

Subtract two-digit numbers using multiple strategies

Represent basic multiplication facts using multiple strategies

Understand and represent familiar fractions of a shape or group


Identify, analyze and extend patterns and recognize the same pattern in different manifestations

Propose a rule to describe a relationship (What's My Rule?)

Use concrete, pictorial and verbal representations of numerical situations

Make comparisons and describe change qualitatively (e.g. taller than) and quantitatively (e.g. 3

inches taller)

Model concrete situations using addition and subtraction of whole numbers


Identify and create figures with symmetry

Describe attributes and parts of 2-and3-dimensional shapes (circle, triangle, trapezoid,

rectangle, rhombus, sphere, rectangular prism, cylinder, and pyramid)

Use manipulatives to model slides and turns

Identify locations with simple relationships on a map (coordinate system)

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Measurement

Tell time to the five-minute interval

Read a thermometer to the nearest whole degree

Read and write dollar and cents notation for a given amount of money

Make change from $1.00

Use different coins to show equivalent amounts

Count mixed groups of coins including pennies, nickels, dimes and quarters to values beyond

$1.00

Recognize and use appropriate units of standard linear measurement, specifically inches, feet

and centimeters

Recognize and use appropriate units and tools for measuring size and weight to the nearest

pound


Collect data to investigate a question and represent the data in a variety of ways

Interpret data from a graph and make inferences based on observations

Sort and classify items according to their attributes and organize data about the items

Demonstrate an understanding of certain, impossible, possible, more likely and less likely

events

Represent one-to-many correspondence data using pictures and bar graphs

Math Learning Objectives for Third Grade


Count by 10s and 100s starting with any number

Identify place value in whole numbers up to 6 digits

Read, write and compare whole numbers up to 6 digits

Know basic addition facts

Know basic subtraction facts

Complete addition/subtraction fact and number families

Add multi-digit numbers with and without regrouping, using multiple strategies

Subtract multi-digit numbers with and without regrouping

Develop and use strategies to compute estimates for sums and differences based on number

sense (ball park estimates)

Know multiplication facts having 0, 1, 2, 5, 10, 11 as a factor

Know multiplication facts through multiples of 9

Understand the meaning of multiplication using multiple representations

Understand the concept of division as a fair share

Complete multiplication/division fact families

Multiply multi-digit numbers by 1-digit factors

Identify and write the fraction notation for halves, fourths, thirds, sixths and eighths

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Represent and write decimal notation through the tenths place using the hundreds grid

Recognize and generate equivalent representations for numbers

Classify numbers by their characteristics

Describe the effects and relationships between addition and subtraction


Identify a rule to describe a relationship (What's My Rule)

Solve addition and subtraction multi-digit number stories

Recognize, extend, create and analyze patterns

Use all operations to represent a mathematical situation as an expression or number sentence

Use the commutative, distributive and associative properties for basic facts of whole numbers

Model problem situations with models or drawings

Describe quantitative change


Identify right angles

Identify and name 2-D and 3-D shapes by describing their attributes

Identify symmetric figures and draw lines of symmetry

Compose and decompose shapes

Use coordinate systems

Use transformations of objects: slide, flip, turn

Measurement

Tell and show time to the nearest minute

Count combinations of bills and coins and write the total using dollars-and-cents notation

Measure line segments to the nearest 1/4 inch and centimeter

Demonstrate an understanding of elapsed time to the half hour

Read a thermometer to the nearest degree including below zero

Use coins to make change up to $5.00

Identify, justify and use the appropriate unit of measure: time, weight, linear

Use standard or non-standard units of measurement

Determine the perimeter of polygons


Generate questions to be answered by collecting data

Collect and utilize data to create and label individual graphs

Read and interpret data from various types of graphs

Develop and evaluate inferences that are based on data

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Math Learning Objectives for Fourth Grade

Numbers and Operations

Read and write numbers to the hundred millions

Give the value of the digits in numerals to the hundred millions

Compare numbers up to the hundred millions

Estimate sums, differences and products

Give equivalent names for numbers

Know all basic addition, subtraction, multiplication and division facts with fluency

Use a successful strategy for addition and subtraction of multi-digit numbers

Understand the relationship between multiplication and division

Multiply two-digit by two-digit factors using an efficient algorithm

Use dollars and cents notation

Identify fractional parts equivalent to 0, 1/2, 1

Write, read and interpret place value to the tenths place

Give equivalencies between hundredths (fractions, decimals and percents)

Use a calculator to rename any fraction as a decimal and percent

Add and subtract decimals to the hundredths place

Identify odd, even, multiples and factors


Solve rate problems using rate tables, if necessary

Describe, extend and identify a rule about geometric and numeric patterns

Analyze patterns using words, tables and graphs

Recognize inverse operations

Use commutative, distributive and associative properties


Name, draw and label line segments, lines, rays, angles, triangles and quadrangles

Identify and describe right angles, parallel lines and line segments

Use a transparent mirror to draw the reflection of a figure

Identify lines of symmetry, lines of reflections, reflected figures and figures with line symmetry

Identify 1,2 and 3 dimensional shapes and describe with geometric vocabulary

Rotations and translations of a polygon

Identify the faces of a prism

Measurement

Draw and measure to the nearest centimeter and quarter inch

Select and apply appropriate standard units to measure length, weight, time and temperature

Find the perimeter/area of a polygon

Determine change from $10.00

Identify acute, right, and obtuse

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Use the statistical landmarks minimum, maximum and range in a set of data

Collect data using observations, measurements, surveys or experiments

Represent data by constructing charts, bar graphs and line plots

Interpret and use data to draw conclusions from a variety of charts, graphs and tables

Predict the probability of outcomes of simple experiments and test the predictions

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Scope and Sequence Tables

Grade Level

Expectations

Kindergarten First Grade Second Grade Third Grade Fourth Grade

Strand 1

Number and

Operations

Read, write and

compare

numbers

Read, write and

compare

numbers

Read, write and

compare

numbers

Read, write and

compare

numbers

Read, write and

compare

numbers

Fraction

concepts

Fraction

concepts

Fraction

concepts

Fraction

concepts

Fraction

concepts

Compose and

decompose

numbers

Compose and

decompose

numbers

Compose and

decompose

numbers

Compose and

decompose

numbers

Compose and

decompose

numbers

Skip counting

Skip counting

Odd and even

numbers

Odd, even,

multiples and

factors

Represent

operations

Represent

operations

Represent

operations

Represent

operations

Describe effects

of operations

Describe effects

of operations

Describe or

represent mental

strategies

Describe or

represent mental

strategies

Describe or

represent mental

strategies

Describe or

represent mental

strategies

Develop and

demonstrate

fluency

Develop and

demonstrate

fluency

Develop and

demonstrate

fluency

Develop and

demonstrate

fluency

Develop and

demonstrate

fluency

Compute

problems

Compute

problems

Compute

problems

Compute

problems

Estimate Estimate and

justify solutions

Estimate and

justify solutions

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Grade Level

Expectations


Strand 2

Algebraic

Relationships

Patterns

Patterns

Patterns

Patterns

Patterns

Represent

mathematical

situations

Represent

mathematical

situations

Represent

mathematical

situations

Represent

mathematical

situations

Commutative

and associative

properties

Commutative

and associative

properties

Commutative

and associative

properties

Commutative

and associative

properties

Use models

Use models

Use models

Use models

Use models

Describe change

Describe change

Describe change

Strand 3

Geometric and

Spatial

Relationships

Two and three

dimensional

shapes

Two and three

dimensional

shapes

Two and three

dimensional

shapes

Two and three

dimensional

shapes

Two and three

dimensional

shapes

Compose and

decompose

shapes

Compose and

decompose

shapes

Compose and

decompose

shapes

Use coordinate

systems

Use coordinate

systems

Use coordinate

systems

Use coordinate

systems

Use coordinate

systems

Use

transformations

on objects

Use

transformations

on objects

Use

transformations

on objects

Use

transformations

on objects

Use

transformations

on objects

Use symmetry

Use symmetry Use symmetry Use symmetry

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Grade Level

Expectations


Strand 4

Measurement

Determine unit

of measurement

Determine unit

of measurement

Determine unit

of measurement

Determine unit

of measurement

Determine unit

of measurement

Identify

equivalent

measures

Tell and use

units of time

Tell and use

units of time

Tell and use

units of time

Tell and use

units of time

Tell and use

units of time

Count and

compute money

Count and

compute money

Count and

compute money

Count and

compute money

Count and

compute money

Use standard or

non-standard

measurement

Use standard or

non-standard

measurement

Use standard or

non-standard

measurement

Use standard or

non-standard

measurement

Use standard or

non-standard

measurement

Use angle

measurement

Apply geometric

measurements

Apply geometric

measurements

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Grade Level

Expectations


Strand 5

Data and

Probability

Formulate

questions

Formulate

questions

Formulate

questions

Formulate

questions

Classify and

organize data

Classify and

organize data

Classify and

organize data

Classify and

organize data

Classify and

organize data

Represent and

interpret data

Represent and

interpret data

Represent and

interpret data

Represent and

interpret data

Represent and

interpret data

Describe and

analyze data

Describe and

analyze data

Develop and

evaluate

inferences

Develop and

evaluate

inferences

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Content Area: Mathematics

Course Name: Mathematics

Grade: K Duration of Unit: ongoing spiral

Unit Title: Number and Operations- read, write, and compare numbers

Learning Objective/ Essential Course Outcome: Students will rote count to 100.

Primary Text: Everyday Mathematics Equity/Workplace Readiness Instructional Method (Strategy)

X

Equity

Research X

1. Identify similarities /differences

X

6. Cooperative Learning

X Technology X

Workplace Readiness Skills

2. Summarizing/Note Taking

X

7. Setting Objectives & Providing Feedback

Standards X 3. Reinforcing Effort/ Providing Recognition

8. Generating & Testing Hypothesis

Content Standards MA 5

Process Standards 1.10

GLEs NO1A

X

4. Homework & Practice

9. Cues, Questions, & Advanced Organizers

X

5. Nonlinguistic Representations

10. Other:

Learning Activity Students will keep track of the number of days of school on a growing number line and orally recite the numbers each day. Students will orally recite numbers as teacher points to corresponding number on a hundred’s chart.

Assessment Activity Students will be divided into small groups (boys/girls, rows, etc) and orally count to a requested number together. Students will individually come up to teacher’s desk and orally count to 100.

Evaluation Individual evaluation and recording of students’ final number counted to orally without mistake or prompting.

Resources: Essential skills software, math journals, manipulative kit, Home Links

Enrichment Exercises: Students will rote count by 2s, 5s, and/or 10s. Correction Exercises: Teacher will redirect instruction to the hundreds chart and recite the oral patterns created by numbers as they increase by the ones and tens place. Special Needs: Students will move a connecting cube into a pile as the teacher and student orally count together. As students progress, gradually increase the number until 100 is reached and/or student can independently count to 100

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Learning Objective/ Essential Course Outcome: Students recognize numbers up to 31.


X

Equity

Research X


X


X Technology X



X






GLEs NO1A

X



X


10. Other:

Learning Activity Using a stack of shuffled number cards 0 - 31, students will put the number cards in order while trying to beat the clock set at 5 minutes.

Assessment Activity Teacher will read a number orally and call on individual students to come up to a hundreds chart and place a sticker on the corresponding number.

Evaluation Ongoing slate assessment Individual evaluation and recording of each students’ correctly identified numbers 0 - 31


Enrichment Exercises: Decrease the amount of time from 5 minutes to 3 minutes. Increase the deck of cards to represent numbers beyond 31. Correction Exercises: Teacher will redirect instruction to the hundreds chart and show the visual patterns created by numbers as they increase by the ones and tens place. Special Needs: Students will stand on or use pointer and walk to or point to the numbers on a 0-10 number line. The teacher will gradually increase the number line by 10’s until the student can identify numbers in a 0 – 31 number line.

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Unit Title: Number and Operations- represent and use rational numbers

Learning Objective/ Essential Course Outcome: Students will recognize ½ of a shape.


X

Equity

Research X


X


X Technology X



X






GLEs NO1B

X



X


10. Other:

Learning Activity Students will each be given half of a shape (triangle, square, circle, heart). After identifying what shape they think they have half of, they will walk around the room and find their other half and check to see if their prediction is correct.

Assessment Activity Students will be given a worksheet with several shapes drawn with a line dividing it in half. Using the terms half and whole, students will color in corresponding parts of the shape based on teacher direction.

Evaluation Individual evaluation and recording of each student’s correctly completed problems on worksheet.


Enrichment Exercises: Students will practice identifying a ¼ of a shape. Correction Exercises: Correct any misconceptions students might have with the vocabulary terms “half”, “whole”, and “equal”. Relate halves to symmetry, which students are already familiar with. Special Needs: Use physical models of shapes to show that two equal parts or halves make one whole. Have students practice putting the shapes together and taking them apart.

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Unit Title: Number and Operations- compose and decompose numbers

Learning Objective/ Essential Course Outcome: Students will use concrete objects to compose and decompose values up to 10.


X

Equity

Research X


X


X Technology X



X






GLEs NO1C

X



X


10. Other:

Learning Activity

Students will be given 10 craft sticks. Have students grab any quantity of their 10 sticks and hold them in their hand while the rest remain on the table. Students will record on their slates how many sticks are in their hand and how many are on the table and how many sticks they have in all. Repeat, gradually taking away one craft stick each round.

Assessment Activity Place a bucket of manipulatives (cubes, bears, counters, etc) on each table so every student has access to them. Hold up a number card 0 – 10 and have students place the corresponding number of manipulatives in front of them. Ask students to add or take away manipulatives to create the next number card value and so on.

Evaluation Teacher observation during assessment activities Individual evaluation and recording of each student’s ability to compose and decompose values up to 10. Ongoing slate assessment


Enrichment Exercises: Have students create fact families with values up to 10 using addition and subtraction number sentences and symbols. Correction Exercises: Review terms such as “add”, “take away”, and “total” and clear up any misconceptions. Complete activity again using connecting cubes or smaller manipulatives. Special Needs: Have students’ complete learning activity using 2 different colored connecting cubes so they can see the number being composed and decomposed more easily.

24




Unit Title: Number and Operations- develop and demonstrate fluency

Learning Objective/ Essential Course Outcome: Students will connect number words (orally) and quantities they represent.


X

Equity

Research X


X


X Technology X



X






GLEs NO3B

X



X


10. Other:

Learning Activity

Students will take turns rolling a die. Students will use the number rolled on the die and count out the corresponding number of beans. When a player collects five beans, they will trade them for a plank (craft stick). When a player collects five planks they will trade them for a raft (5 craft sticks glued together). When a student gets a raft they can place a bear counter on it and float it down the pretend river.

Assessment Activity Student will be shown a certain amount of symbols, be asked to count them, and tell the number they represent. Students will be asked to draw tally marks to represent a certain number. Teacher will orally give a number to a student. The student will then have to find that number on a number line and point to it.

Evaluation Teacher observation during assessment activities. Teacher observation during learning activities. Ongoing slate assessments


Enrichment Exercises: Students will collect pennies and exchange five pennies for a nickel. Correction Exercises: Teacher will model rolling a die and counting out the corresponding number of beans to whole group and in small groups during center time. Special Needs: Students will roll die and show corresponding number of beans. This will be repeated.

25




Unit Title: Algebraic Relationships – recognize or repeat sequences of sounds or shapes

Learning Objective/ Essential Course Outcome: Students will recognize or repeat sequences of sounds or shapes.


X

Equity

Research X


X


X Technology X



X





Process Standards 1.5, 1.6

GLEs AR1A

X



X


10. Other:

Learning Activity

Students will create a sound pattern (such as clap, stomp, clap) and a partner will repeat the pattern back. Students will choose a pattern strip of pattern block shapes and match the shapes using actual pattern blocks and continue the pattern.

Assessment Activity While in line waiting for restroom, create a sound pattern and have individual students repeat it back. Teacher will draw a pattern of 2 -3 shapes and the student will repeat the pattern by drawing/tracing the shapes.

Evaluation Ongoing slate assessment Anecdotal notes Individual recording of each student’s ability to repeat pattern.


Enrichment Exercises: Students will create more advanced patterns (AAB, ABBA, ABB, etc) using objects found around the classroom. Correction Exercises: Have students identify the colors used in the pattern by saying the pattern out loud while pointing to each object to help them identify what color comes next. Special Needs: Use connection cubes to build a model of an AB pattern using two different colors. Use the same colors and add one more color to create ABC pattern.

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Unit Title: Algebraic Relationships – create and analyze patterns

Learning Objective/ Essential Course Outcome: Students will create and continue patterns.


X

Equity Research X


X


Technology X



X






GLEs AR1B

X



X


10. Other:

Learning Activity

Students will arrange objects into a pattern and then have a partner copy and/or extend his/her pattern. Students will create a drawing and arrange toothpicks and glue them in a pattern around the edge of the drawing to make a frame.

Assessment Activity Students will create a pattern by choosing 2 -3 precut shapes and gluing them onto construction paper.

Evaluation Ongoing slate assessment Anecdotal notes Individual recording of each students’ identification of the type of pattern (AB or ABC)


Enrichment Exercises: Give student three index cards with a letter pattern different than AB or ABC (such as XYZ) on them and ask them to extend the pattern on a blank index card. Correction Exercises: Have students study the entire sequence and identify the pattern unit and circle it. Special Needs: Teacher chooses two different colored tiles and hands one color to student and keeps the other. The teacher then places one tile down and student places one of his/her tiles next to it and continue until counters are gone. Go over pattern tougher saying the colors of the tiles.

27




Unit Title: Algebraic Relationships – use mathematical models

Learning Objective/ Essential Course Outcome: Students will model situations that involve whole numbers, using pictures, objects or symbols.


X

Equity X

Research X


X


X Technology X



X






GLEs AR3A

X



X


10. Other:

Learning Activity

Students will think of a number story and using crayons show his/her story on paper and share with a friend. Students will roll 2 dice and count the dots. Students will then use connecting cubes to show the total in different ways.

Assessment Activity Teacher will share a number story and students will draw the pictures that go along with the story. Students will count two separate group of objects and identify the numbers that represents each group and record the info on their slates using a number sentence with symbols (+, -, =) to find the total amount of objects.

Evaluation Ongoing slate assessment Anecdotal notes Individual recording of each student’s performance on number story assessment.


Enrichment Exercises: Students will practice their basic addition facts using number sentences. Correction Exercises: Review vocabulary terms and also make sure students understand that adding two numbers is the same as counting how many objects in all. Special Needs: Have students count classroom objects and have students draw a representation of each object and its number.

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Unit Title: Geometric and Spatial Relationships – describe and use geometric relationships

Learning Objective/ Essential Course Outcome: Students will identify and describe 2-and3-dimensional shapes using physical models (circle, rhombus, rectangle, triangle, sphere, rectangular prism, cylinder, and pyramid) that represent shapes in their environment.


X

Equity

Research X


X


Technology X



X






GLEs GSR1A

X



X


10. Other:

Learning Activity

Teacher will play I-Spy using clues for 2-D and 3-D shapes (i.e. I spy a shape on the door that has 3 corners/angles).

Assessment Activity Student will be given 2-D shapes (square, rectangle, circle, rhombus, and triangle) and asked to identify each shape. Student will be given 3-D shapes (sphere, rectangular prism, cylinder, and pyramid) and asked to identify each shape.

Evaluation Teacher will observe students during learning activity. Individual recording of students’ response to assessment activity.

Resources: Essential Skills software, manipulative kit, math journals, Home Links

Enrichment Exercises: When playing I-Spy, the teacher will state the name of the object and students will list attributes that identify that object. Correction Exercises: Students will review attributes and names of shapes by passing around 2-D and 3-D shape manipulatives. Special Needs: Students will go on teacher directed Shape Scavenger Hunt and use shape manipulatives and pictures to compare and locate shapes around the room.

29




Unit Title: Geometric and Spatial Relationships – use coordinate systems

Learning Objective/ Essential Course Outcome: Students will describe, name, and interpret relative positions in space (above, below, front, behind).


X

Equity

Research X


X


Technology X



X






GLEs GSR2A

X



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10. Other:

Learning Activity

Teacher will play Simon Says with students. Many of the directives given will revolve around placing their hands above, below, in front of, or behind an object (i.e. their body or desk).

Assessment Activity Teacher will ask the students to place a ball above their heads, below their heads, in front of their bodies, and behind their bodies.


Resources: Essential Skills software, manipulative kit, math journals, home links

Enrichment Exercises: Students will be introduced to ordinal numbers and use them to describe positions. Correction Exercises: Students will be given index cards that say “below, above, in front, behind”. Students will copy what the teacher states if the directive matches the card (i.e. The teacher would say “put your ‘below’ card below the chair” while holding the cards that says below. Student would copy this because the direction matches the card help up). Special Needs: Student would use color coded connecting cubes to represent above and below (i.e. Teacher would ask which color is above the orange cube? Student would respond with green).

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Unit Title: Geometric and Spatial Relationships –use transformations on objects

Learning Objective/ Essential Course Outcome: Students will use manipulatives to recognize from different perspectives and orientations, models of slides and turns.


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10. Other:

Learning Activity

Teacher will introduce steps to the songs “Electric Slide” and “Cupid Shuffle”. The class will practice the choreographed dances to these songs.

Assessment Activity The student will be given a trapezoid. The teacher will ask the student to demonstrate a turn and slide using the trapezoid.



Enrichment Exercises: The students will use shape templates to create a picture that demonstrates the turning and sliding of shapes throughout. Correction Exercises: The terms slide and turn will be reviewed using the overhead and transparent shapes. Special Needs: Students will manipulate magnetic shapes on a magnetic surface to demonstrate slides and turns.

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Unit Title: Measurement – determine unit of measurement

Learning Objective/ Essential Course Outcome: Students will use compare and order objects according to their size or weight.


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10. Other:

Learning Activity

Students will get in pairs to find objects in the room that are shorter, the same height, and taller than they are. Students will draw themselves on paper. The students will draw the objects they found on sticky notes. The students will place the sticky notes either above their head, at their head, or below their head to show the object’s height in relationship to their body.

Assessment Activity Students will be given ten objects of various sizes. The students will be asked to put the objects in order from shortest to tallest.

Evaluation Teacher will observe student during learning activity. Individual evaluation and recording of each student’s ordering of objects.


Enrichment Exercises: Students will find objects that are taller and heavier than they are and shorter and lighter than they are. Correction Exercises: Make sure students are using a level surface to measure and compare objects’ height. Special Needs: Create index cards for the words “short” and “tall” by writing each word in a way that shows the meaning. The student can use these cards to help “see” what the words mean.

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Unit Title: Measurement – tell and use units of time

Learning Objective/ Essential Course Outcome: Students will describe passage of time using terms such as today, yesterday, and tomorrow.


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10. Other:

Learning Activity

Students will identify yesterday, today, and tomorrow during calendar time on a daily basis.

Assessment Activity Teacher will give students a chart with the sentences “Yesterday was______, Today is _____, and Tomorrow will be _____” and the students will complete the sentence with a day of the week card. Teacher will help students who are nonreaders.

Evaluation Teacher observation during daily calendar time. Individual recording of student responses to chart activity.


Enrichment Exercises: Students will also recite the date in addition to the day of the week for today, yesterday, and tomorrow. Correction Exercises: Review days of the week using songs and visuals. Also review the meaning of the terms yesterday, today, and tomorrow to clear up misconceptions. Special Needs: Provide students with a weekly calendar in addition to a monthly calendar.

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Unit Title: Measurement – count and compute money

Learning Objective/ Essential Course Outcome: Students will identify and know the value of a penny, nickel, dime, and quarter.


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10. Other:

Learning Activity

Students will roll a die that is marked with the value of 1, 5, 10, and 25. Players take turns rolling the money cube and selecting a coin from the bank that matches the value rolled. Children say the name of each coin they collect.

Assessment Activity Students will have a penny, nickel, dime, and quarter placed in front of them. Students will be asked to identify the name and value of each coin.

Evaluation Teacher will observe students during learning activity. Individual recording of students’ responses to assessment activity.


Enrichment Exercises: Students will count the money they collect from the bank as the game is played. Correction Exercises: Review coin names and value using poems, songs, and books. Special Needs: Students will roll a die that has pictures of pennies and nickels or dimes and quarters. They will then select a coin from the bank that matches the picture of the coin.

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Unit Title: Measurement – use standard or non-standard measurement

Learning Objective/ Essential Course Outcome: Students will measure objects by comparison of lengths (shorter, same, and longer).


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10. Other:

Learning Activity

Student will cut out a tracing of their foot. Students will walk around the room and measure objects that are shorter, the same, and longer in length than their cutout.

Assessment Activity Students will be given 5 connecting cubes and 5 objects of various lengths. The student students will measure each object with the connecting cubes and say if the object is the same, shorter or longer than the 5 cubes.

Evaluation Teacher will observe students during learning activity. Individual recording of students’ responses to assessment activity.


Enrichment Exercises: The students will walk around the room and measure objects using their cutout foot. Measurements will be done with number representation and the terms shorter, longer, and the same. Correction Exercises: Students will practice measuring by lining up their cutout foot with the end of the object being measured so that a common end point is identified. Special Needs: Students will use a group of 5, 10, and 15 connecting cubes and use the terms longer, shorter, and the same to identify their lengths.

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Unit Title: Data and Probability – classify and organize data

Learning Objective/ Essential Course Outcome: Students will sort items according to their attributes.


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10. Other:

Learning Activity

Students will be given three attribute spinners: shape, color, and size. On the students turn, they will spin the spinners and choose the block that reflects the attributes on all three spinners. Students will take turns spinning and collecting blocks until all the blocks are gone.

Assessment Activity The students will be given 5 objects. The teacher will list 3 attributes to the student. The student will show an object that matches all three attributes.



Enrichment Exercises: Students will create patterns using attributes. Correction Exercises: Students will sort a variety of shapes by one attribute at a time (i.e. Student will find all the blue shapes first). As the sorting continues, more attributes may be added. Special Needs: Students will be provided with a paper that is divided into two columns same and different. Students will sort connecting cubes according to their color into corresponding columns. This will gradually progress to attribute blocks as the skills are mastered.

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Unit Title: Data and Probability – represent and interpret data

Learning Objective/ Essential Course Outcome: Students will create graphs using physical objects.


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10. Other:

Learning Activity

Students will answer a question of the day (i.e. What is your favorite pet?) by connecting a link to the answer they choose (i.e. cat, dog, rabbit). Students will interpret the data as a class by answering questions about which animal had the most and least links.

Assessment Activity Students will be given 3 circles, 1 square, 5 triangles, and 2 rectangles. The students will be asked to create a graph using these manipulatives. The students will also use this information to fill in a paper chart.



Enrichment Exercises: Students will survey their classmates and then create graphs based on the data they found. Correction Exercises: Review breaking down data in order to put into a graph form (i.e. students will take a pile of various shapes and separate them into smaller piles of specific shapes). Special Needs: Students will graph colored connecting cubes. As skills is mastered, additional objects will be added.

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Grade: 1 Duration of Unit: ongoing spiral


Learning Objective/ Essential Course Outcome: Students will read, write, and compare whole numbers less than 100.


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X 9. Cues, Questions, & Advanced Organizers

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10. Other:

Learning Activity

Students read numbers shown on a number grid. Students write two numbers on their slates and circle the bigger number. Students will choral count.

Assessment Activity Students will play Top-It to determine which number is greater. Students will play Number-Line Squeeze to determine number before or after. Students will write numbers 1-99.

Evaluation Ongoing slate/oral assessments. End of unit written assessment. Individual Profile of Progress checklist.


Enrichment Exercises: When playing Top-It, have students use 2- or 3- digit numbers. Correction Exercises: When playing Number Line Squeeze, draw a number line on the board and label the ends with the terms less, more, before, after, smaller and larger. Special Needs: Use objects to represent numbers, and identify the larger group.

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Unit Title: Number and Operations- represent and use whole numbers

Learning Objective/ Essential Course Outcome: Students will recognize ½ and ¼ of a shape.


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10. Other:

Learning Activity

Students fold paper squares into halves and fourths. Students will divide pattern block shapes (hexagon, rhombus, trapezoid) into halves and fourths.

Assessment Activity Students will write the correct fraction for the shaded part of a shape. Students will shade half or fourth of a shape.



Enrichment Exercises: Students will divide pattern blocks into thirds, sixths and eighths and label parts with the correct fraction. Correction Exercises: Guide students with questions such as: Is there a pattern block shape that will fit inside? Special Needs: Use food (gum, crackers, pizza) to show how to share between two people or four people.

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Learning Objective/ Essential Course Outcome: Students will compose or decompose whole numbers up to 20 using multiple strategies such as known facts, doubles and close to doubles, tens and one place value.


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10. Other:

Learning Activity

Students, with a partner, throw dice and record the addition fact and sum in their math journal. Students will learn and practice fact families using dominoes.

Assessment Activity Students will play Addition Top-It to practice addition facts. Students will take Essential Skills timed math facts test using computer program.



Enrichment Exercises: Students will begin finding sums for numbers greater than 20. Correction Exercises: Students can use counters and their slates to model a domino to generate addition and subtraction facts. Special Needs: Students can use objects and draw pictures to model addition and subtraction facts.

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Unit Title: Number and Operations- classify and describe numerical relationships

Learning Objective/ Essential Course Outcome: Students will skip count by 2s, 5s and 10s.


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10. Other:

Learning Activity

Students will chorally count by 2s, 5s and 10s. Students will color a number grid to illustrate the number patterns when counting by 2s, 5s and 10s.

Assessment Activity Students will orally count by 2s, 5s and 10s.



Enrichment Exercises: Students can count backwards by 2s, 5s and 10s. Correction Exercises: Students use the number grid to count by 2s, 5s and 10s. Special Needs: Whisper/Shout when counting by 2s, 5s and 10s (e.g. whisper 1, shout 2, whisper 3, shout 4).

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Unit Title: Number and Operations- represent operations

Learning Objective/ Essential Course Outcome: Students will represent a given situation involving addition and subtraction of whole numbers using pictures, objects or symbols.


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10. Other:

Learning Activity

Students will draw dots on a domino picture to represent fact families.

Students will model number stories by drawing pictures or tallies, or by using counters.

Assessment Activity Students will solve given number stories using any strategy they choose.



Enrichment Exercises: Students will create their own number stories for a partner to solve. Correction Exercises: Guide students to think about the meaning of certain terms in the number story (how many more, how many altogether, difference, sum). Special Needs: Have students use counters to illustrate problems.

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Unit Title: Number and Operations- describe or represent mental strategies

Learning Objective/ Essential Course Outcome: Students will describe or represent the mental strategy used to compute addition and subtraction problems.


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10. Other:

Learning Activity

Students will discuss with the class the strategy used to solve a given problem.

Assessment Activity Students will show their work, or explain to the teacher the strategy used to solve a given problem.



Enrichment Exercises: Students will create a poster of strategies that can be used by the class. Correction Exercises: Students will use the strategies poster to guide their solutions. Special Needs: Students will use counters to illustrate solutions.

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Learning Objective/ Essential Course Outcome: Students will use strategies to develop fluency with basic number relationships of addition and subtraction for sums up to 20.


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10. Other:

Learning Activity

Students will work with a partner to practice facts using fact triangles. Students will practice addition and subtraction facts using flashcards.

Assessment Activity Students will take Essential Skills timed math facts test using computer program.



Enrichment Exercises: Students will practice adding and subtraction of numbers with sums greater than 20. Correction Exercises: Students will use the number line or number grid to assist them in finding sums and differences. Special Needs: Students will use counters to find sums and differences.

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Unit Title: Number and Operations- compute problems

Learning Objective/ Essential Course Outcome: Students will apply and describe the strategy used to solve addition or subtraction problems.


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10. Other:

Learning Activity

Students will apply a strategy (number grid, number line, pictures, counters, mental math) to solve addition or subtraction problems.

Assessment Activity Students will apply a strategy (number grid, number line, pictures, counters, mental math) to solve addition or subtraction problems.




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Unit Title: Algebraic Relationships- recognize and extend patterns

Learning Objective/ Essential Course Outcome: Students will extend patterns of sound, shape, motion or a simple numerical pattern.


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10. Other:

Learning Activity

Students create a pattern, then have a partner continue the pattern. Students will complete Frames & Arrows number patterns.

Assessment Activity Students will complete Frames & Arrows number patterns. Students will draw shapes to complete a simple AB or AAB pattern.



Enrichment Exercises: Students will solve frames and arrow problems, and use the pattern to find the missing rule. Correction Exercises: Use number line hops to solve frames and arrow problems. Special Needs: Use objects to illustrate simple patterns, have student add one object to complete.

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Unit Title: Algebraic Relationships- create and analyze patterns

Learning Objective/ Essential Course Outcome: Students will describe how simple repeating patterns are generated.


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10. Other:

Learning Activity

Students will create patterns, and describe them to a partner to replicate. Students will find the missing rule in frames and arrows problems.

Assessment Activity Students will find the missing rule in frames and arrows problems.



Enrichment Exercises: Students will create frames and arrows problems for a partner to solve. Correction Exercises: Use number line hops to solve frames and arrow problems. Special Needs: Use objects to illustrate simple patterns, have student describe the pattern.

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Unit Title: Algebraic Relationships- represent mathematical situations

Learning Objective/ Essential Course Outcome: Students will, using addition or subtraction, represent a mathematical situation as an expression or number sentence.


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10. Other:

Learning Activity

Students write number sentences to represent a number story. Students will write fact families generated from a fact triangle.

Assessment Activity Students will write and addition fact to go with the pictured domino. Students will solve a number story by writing a number sentence to be solved.



Enrichment Exercises: Students will write their own number stories to be solved by a partner. Correction Exercises: Have students fill in numbers on a pre-printed number sentence (e.g. ___ + ___ = ___). Special Needs: Students will use a domino to solve fact family problems.

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Unit Title: Algebraic Relationships- describe and use mathematical manipulation

Learning Objective/ Essential Course Outcome: Students will apply the commutative and associative properties of addition to whole numbers.


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10. Other:

Learning Activity

Students will use a domino to show turn-around facts (commutative) for a fact family. Students will model that adding 3 numbers in any order equals the same sum (associative).

Assessment Activity Students will write a fact family generated from a fact triangle.



Enrichment Exercises: Students will find the missing addend from fact family number sentences. Correction Exercises: Students will use counters and a circle mat to find sums. Special Needs: Students will use a domino to solve fact family problems.

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Unit Title: Algebraic Relationships- use mathematical models

Learning Objective/ Essential Course Outcome: Students will model situations that involve the addition of whole numbers, using pictures, objects or symbols.


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10. Other:

Learning Activity

Students will draw dots on a domino picture to represent fact families.

Students will model number stories by drawing pictures or tallies, or by using counters.

Assessment Activity Students will solve given number stories using any strategy they choose.




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Unit Title: Geometrical Spatial Relationships-describe and use geometric relationships

Learning Objective/ Essential Course Outcome: Students will identify, name and describe 2- and 3-dimensional shapes using physical models (circle, triangle, trapezoid, rectangle, rhombus, sphere, rectangular prism, cylinder, and pyramid).


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10. Other:

Learning Activity

Using a physical model, students will describe characteristics of 2- and 3-dimensional shapes. Students will search for real life items that approximate 2-D and 3-D shapes and create a Shapes Museum.

Assessment Activity Students will identify shapes of objects and record their names. Students will write names of shapes/draw shapes that go together in a group and shapes that do not belong in a group based on like characteristics.

Evaluation Ongoing slate and/or oral assessment. End of unit written assessment. Individual Profile of Progress checklist.

Resources: Essential Skills software, 3-D forms, pattern block templates, math journals, home links

Enrichment Exercises: Create a design using pattern block shapes. Then students graph the number of pattern-block shapes they used in their designs. Correction Exercises: Make a poster for each pattern-block shape on separate sheet of colored paper and post them around the room. Students stand under the picture that matches their shape and write the name on each poster. Special Needs: Students will sort pattern blocks into like groups with given shape name labels.

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Unit Title: Geometrical Spatial Relationships-compose and decompose shapes

Learning Objective/ Essential Course Outcome: Students will use models to compose and decompose 2-dimensional shapes.


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10. Other:

Learning Activity

Construct 2-dimensional shapes using straws and twist ties. Students cover a larger 2-dimensional shape with smaller 2-dimensional shapes.

Assessment Activity Students will draw 2-dimensional shapes to match shape labels.


Resources: Essential Skills software, pattern block templates, math journals, home links

Enrichment Exercises: Students will compare and contrast 2-dimensional shapes to figures that are not polygons in a Venn Diagram. Correction Exercises: Provide an example for student to replicate. Special Needs: Students make shapes using play-dough or trace shapes on sand paper.

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Unit Title: Geometrical Spatial Relationships-use coordinate systems

Learning Objective/ Essential Course Outcome: Students will describe, name and interpret relative positions in space (left, right).


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10. Other:

Learning Activity

Play Simon Says using left, right vocabulary. Students will describe the fastest path to the water fountain using left and right terms. Play “I Spy” to spy things that are in the room on the left and on the right.

Assessment Activity Students will identify between two objects, which is on the left and which is on the right.


Resources: Essential Skills software, math journals, home links

Enrichment Exercises: Students will use coordinate systems to graph two dice rolled. Correction Exercises: Label their desk, board, wall, and other objects left and right. Special Needs: Label their desk, board, wall, and other objects left and right.

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Unit Title: Geometrical Spatial Relationships-use transformations on objects

Learning Objective/ Essential Course Outcome: Students will use manipulatives to model flips.


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10. Other:

Learning Activity

Play “Make My Design” using flip vocabulary. Students make a design that matches a given design.

Assessment Activity Students will circle the flipped shape. Students will draw a shape and then the corresponding flipped shape.


Resources: Essential Skills software, pattern blocks, pattern block templates, math journals, home links

Enrichment Exercises: Students will create a tessellation using pattern block flips. Correction Exercises: Play Simon Says to teach positional language, such as: above, below, next to, in front of, flip and behind. Special Needs: Students will use a manipulative to demonstrate the flip of a shape.

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Unit Title: Geometrical Spatial Relationships-use symmetry

Learning Objective/ Essential Course Outcome: Students will recognize shapes that have symmetry.


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10. Other:

Learning Activity

Students will cut out shapes that have symmetry from magazines. Students will fold shapes of paper in half to show how both sides match.

Assessment Activity Students will circle shapes that are symmetrical. Students will create a symmetrical shape by folding a shape in half.



Enrichment Exercises: Students will use mirrors to complete pictures on symmetry cards given. Correction Exercises: Students will be given folded shapes to see if both sides match and are symmetrical. Special Needs: Students will sort objects from nature into symmetrical or not symmetrical groups.

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Unit Title: Measurement-determine unit of measurement

Learning Objective/ Essential Course Outcome: Students will select the appropriate tool for the attribute being measured (size, temperature, time, weight).


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10. Other:

Learning Activity

Students will be given measurement situations (size, temperature, time, weight) and then select the appropriate tool to use to measure in their situation. Students will play a matching game with measurement tools and attributes being measured.

Assessment Activity Draw lines to match the appropriate tool to the attribute being measured.


Resources: Essential Skills software, manipulative kits, math journals, home links

Enrichment Exercises: Students will write story problems for measurement and then have a partner solve their problem and select the appropriate tool for measurement. Correction Exercises: Students will measure using rulers, tape measures, meter sticks, thermometers (during calendar), clocks, and scales to gain further background knowledge with these tools. Special Needs: Students will point to the measurement tool needed to measure a given attribute.

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Unit Title: Measurement-tell and use units of time

Learning Objective/ Essential Course Outcome: Students will tell time to the nearest half hour.


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10. Other:

Learning Activity

Students will play Time-Match to identify time on clocks. Students will keep a Time Journal where they record the time when the teacher calls time at half hour designated times throughout the day. Then students write the time in digital and analog notation along with drawing or writing about what they were doing at that time.

Assessment Activity Tell times of given clock faces to the nearest half hour. Draw lines to match clock faces to given times.



Enrichment Exercises: Play Time-Match with cards that have times to the quarter-hour and five-minute interval. Correction Exercises: Have the students show the position of the minute hand for an “o’clock” time by raising an arm vertically. Have them position their arms to show “hour” and “half-hour” times. Special Needs: Practice counting by 5s to 55 and telling time to the hour.

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Unit Title: Measurement-count and compute money

Learning Objective/ Essential Course Outcome: Students will count money to a dollar, including half dollars.


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10. Other:

Learning Activity

Students will play Quarter-Dime-Nickel-Penny Grab. Students play Coin-Dice. Students play school store where one student is the cashier and one student is the customer.

Assessment Activity When given a set of mixed coins, students will count them accurately. Students will cross out coins needed to buy a given item.



Enrichment Exercises: Play Coin Exchange, where students exchange for coins until the first person gets a dollar. Correction Exercises: Place coins in order of value from highest to lowest. Have students draw “hairs” to help them count the coins and a dot under the pennies. Students count by 5s for each hair and then count up by 1s for pennies.

= 41 cents Special Needs: Practice stop and start counting. Start counting by 25s. Stop at 50. Start counting by 10s from 50, etc.

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Unit Title: Measurement-use standard or non-standard measurement

Learning Objective/ Essential Course Outcome: Students will use repetition of a single unit to measure something larger than the unit.


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10. Other:

Learning Activity Students will use parts of their body to measure objects (How many hands wide is your desk?). Students will describe the length of an object in non-standard units (pencil is about 6 paperclips long)

Assessment Activity Students will repeat a single unit to measure something larger than the unit by beginning at one end of the unit without leaving spaces in between units or overlapping units.



Enrichment Exercises: Students will use a ruler to measure objects to the nearest inch. Correction Exercises: If students continue to leaves spaces between units, use stacking cubes to measure larger objects. Special Needs: If students have difficulty using just one repeating unit, give students multiple units (15 paperclips instead of 1).

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Unit Title: Data and Probability-formulate questions

Learning Objective/ Essential Course Outcome: Students will pose questions and gather data about themselves and their surroundings


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X 8. Generating & Testing Hypothesis


Process Standards 1.8 1.1

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10. Other:

Learning Activity Students will develop a question as a class along with four answer choices. For example, What is your favorite snack?, Then survey the class and record their responses in a tally chart. Begin each day with a “Question of the day” that students have developed. Then have students move their name card to the answer that best represents them.

Assessment Activity Students will develop and write their own question with four possible answer choices. They will then survey their classmates and record in a tally chart.



Enrichment Exercises: Students will ask a larger group (an entire grade level, the entire school, etc.) a question they have developed and collect data to share with the class. Correction Exercises: Have students create a human “bar graph” on the floor using the information in the tally chart. Use number cards to label the axis and have children sit in the graph as a representation of their highest counts. Special Needs: If students have difficulty seeing the highest counts, have them using stacking cubes to represent each number.

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Unit Title: Data and Probability-classify and organize information

Learning Objective/ Essential Course Outcome: Students will sort and classify items according to their attributes.


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10. Other:

Learning Activity Students will each take an attribute block. They will go to designated areas of the room depending on which shape block they hold. Students will play “Stand Up If...” where students stand up if they are holding an attribute block that fits the “rule.”

Assessment Activity Students will color pictures of shapes of blocks based on certain attributes: color squares yellow, circles green, and triangles blue. Then circle the larger shapes.


Resources: Essential Skills software, attribute blocks, math journals, home links

Enrichment Exercises: Play “What’s My Attribute Rule?” where students sort attribute blocks into two piles according to an attribute of their choosing. Then they describe how the blocks were sorted. Correction Exercises: To provide experience with sorting by attributes, use classroom items you collected ahead of time. Have students put the items into groups by kind, putting all of the crayons together, pencils together, etc. Then students explain how they are sorted. Special Needs: If students are having difficulty understanding sorting, have students stand up if they are wearing certain types of clothing and then have students guess what you are looking for until someone says “children wearing tennis shoes.”

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Unit Title: Data and Probability-represent and interpret data

Learning Objective/ Essential Course Outcome: Students will represent one-to-one correspondence data using pictures and bar graphs.


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10. Other:

Learning Activity Students will use information about class favorite foods to create a picture graph. Students will write their names on a picture of their favorite food and then place it on the graph. Begin each day with a “Question of the day” that students have developed. Then have students move their name card to the answer that best represents them to create a daily bar graph.

Assessment Activity Students will use given data to create a bar graph and a picture graph.



Enrichment Exercises: Students will ask a larger group (an entire grade level, the entire school, etc.) a question they have developed, collect data, and create a picture/bar graph. Correction Exercises: Have students create a human “bar graph” on the floor using the information in the tally chart. Use number cards to label the axis and have children sit in the graph as a representation of their highest counts. Special Needs: If students have difficulty seeing the highest counts, have them using stacking cubes to represent each number.

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Learning Objective/ Essential Course Outcome: Students will read, write, and compare whole numbers less than 1000.


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Content Standards MA 1, MA 5

Process Standards 1.6, 1.10, 4.6

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10. Other:

Learning Activity

Students will work cooperatively to complete a class number scroll to 1000. Students write two numbers on their slates and circle the bigger number.

Assessment Activity Students will play Top-It and The Digit Game to compare numbers. Students will fill in missing numbers in a 1-1000 number grid.

Evaluation Ongoing slate and/or oral assessments. End of unit written assessment. Quarterly GLE assessment checklist of mastered skills. Individual Profile of Progress checklist. Informal teacher observation.


Enrichment Exercises: Students will create individual number scrolls using numbers larger than 1000. Correction Exercises: Provide students with a partially completed number scroll to guide them as they fill in the numbers. Special Needs: Use manipulatives and tactile materials to present information in a variety of ways.

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Learning Objective/ Essential Course Outcome: Students will recognize unit fractions of a shape.


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Learning Activity

Students will collaborate to fold paper squares into equal parts and identify the fraction represented by each part. Students will cut, label and paste the correct number of fraction pieces to represent a specified part of a circle.

Assessment Activity Students will play Fraction Top-It to determine which fraction is greater. Students will determine the fraction represented by the highlighted/circled part of a collection of things.



Enrichment Exercises: Students will divide shapes on a geoboard into equal parts. Correction Exercises: Provide students with pattern blocks to visualize and manipulate fractions for activities. Special Needs: Use manipulatives and tactile materials like pizza and pie pieces, to represent fractions as parts of a whole.

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Unit Title: Number and Operations - compose and decompose numbers

Learning Objective/ Essential Course Outcome: Students will compose or decompose numbers by using a variety of strategies; such as using known facts, tens place value or landmark numbers to solve problems.


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Learning Activity

Students will use base-10 blocks to build 2-digit numbers. Students will write 2-digit numbers on their slates and identify how many tens and ones are represented. Students will write different names for numbers.

Assessment Activity Students will play The Digit Game to compare 2-digit numbers. Students will use the standard form to write the expanded form of a whole number and vice versa. Students will complete name collection boxes.

Evaluation Ongoing slate and/or oral assessments. End of unit written assessment. Individual Profile of Progress checklist. Informal teacher observation.


Enrichment Exercises: Students will build 3-digit numbers. Correction Exercises: Allow students to work with a number grid to identify 2-digit numbers in order to write and use them. Special Needs: Use manipulatives, such as base-10 blocks to visually represent numbers.

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Unit Title: Number and Operations- clarify and describe numeric relationships

Learning Objective/ Essential Course Outcome: Students will skip count by multiples of numbers less than 10.


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10. Other:

Learning Activity

Students will practice counting forward and backward on a number line and number grid to explore counting patterns. Students will use a calculator to skip count and find patterns. Students will discuss the pattern of counting by 10s starting at any number.

Assessment Activity Students will skip count to fill in numbers on a number grid. Students will skip count to complete Frames and Arrows diagrams. Students will identify the pattern/rule for a given number sequence.



Enrichment Exercises: Students will decide on a counting pattern, color it in on a number chart and record their observations using words like row, column, diagonal, left, right, skip, etc. Correction Exercises: Have children use the number grid and transparent counters to build a visual model. Special Needs: Students will use skip counting and number patterns to fill in a number grid using various colors.

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Unit Title: Number and Operations – represent operations

Learning Objective/ Essential Course Outcome: Students will represent/model a given situation involving two-digit whole number addition or subtraction.


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Learning Activity

Students will use base-10 blocks to depict 2-digit addition and subtraction operations. Students will solve 2-digit addition and subtraction problems using a number grid. Students will complete comparison, change, and parts-and-total diagrams.

Assessment Activity Students will solve addition and subtraction number stories and write number models to represent the mathematical situations. Students will play Addition Spin and Fact Extension Game to add 2-digit numbers. Students will write number models about addition and subtraction number stories.



Enrichment Exercises: Students will write their own number stories involving 2-digit numbers. Correction Exercises: Use properties of 10 and landmark numbers to assist students in adding and subtracting two-digit numbers. Special Needs: Use manipulatives and tactile materials to present information in a variety of ways.

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Learning Objective/ Essential Course Outcome: Students will describe or notate the mental strategy used to compute addition or subtraction of whole numbers, including 2-digit numbers.


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10. Other:

Learning Activity

Students will be introduced to and use parts-and-total diagrams to solve addition and subtraction number stories. Students will be introduced to and use change-to-more diagrams to solve addition and subtraction problems. Students will be introduced to and use comparison number diagrams to solve addition and subtraction problems.

Assessment Activity Students will play Addition Top-It. Students will choose an appropriate addition or subtraction strategy and diagram to solve a number story. Students will play Addition Spin.



Enrichment Exercises: Students will write change-to-more, parts-and-total, or comparison number stories for others to solve that include diagrams. Correction Exercises: Students will use ballpark estimation to get an idea of what their answer should generally be before they solve it. Special Needs: Use manipulatives and tactile materials like counters to physically represent subtraction or addition problems and move to find the answer.

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Unit Title: Number and Operations – develop and demonstrate fluency

Learning Objective/ Essential Course Outcome: Students will demonstrate fluency including quick recall with basic number relationships of addition and subtraction for sums up to 20.


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10. Other:

Learning Activity

Students will use dominoes to create fact families. Students will practice fact triangles independently and with partners. Students will play Beat The Calculator.

Assessment Activity Students will play Top-It, Name That Number, and 3, 2, 1 Game to demonstrate fact fluency. Students will solve addition and subtraction facts.



Enrichment Exercises: Students will practice addition and subtraction facts beyond 20. Correction Exercises: When playing number games, provide students with number lines or number grids for counting. Special Needs: Use objects or pictorial representations to show addition and subtraction facts.

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Learning Objective/ Essential Course Outcome: Students will apply and describe the strategy used to compute 2-digit addition or subtraction problems with regrouping.


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Learning Activity

Students will play the Base-10 Trading Game to practice place-value exchange. Students will practice using ball park estimation to get estimates for both addition and subtraction problems. Students will collaborate and use base ten blocks and regroup to model addition and subtraction problems.

Assessment Activity Students will solve 2-digit addition problems using the Partial-Sums algorithm. Students will model subtraction problems using base-10 blocks. Students will solve subtraction problems using regrouping.



Enrichment Exercises: Students will find different methods to solve 2- or 3-digit addition problems. Correction Exercises: Students will use base-10 blocks and money ($1 and $10 bills) to model each problem and show regrouping. Special Needs: Use manipulatives and tactile materials to present information in a variety of ways.

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Unit Title: Number and Operations – estimate and justify solutions

Learning Objective/ Essential Course Outcome: Students will estimate sums and differences of whole numbers.


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Learning Activity

Students will estimate the prices of items to the nearest dime. Students will determine if there is enough money to buy multiple items by estimating individual prices and combining.

Assessment Activity Students will write ballpark estimates to round sums and differences.



Enrichment Exercises: Have students round 3-digit numbers to the nearest hundreds. Correction Exercises: Allow students to use a hundreds chart to visually determine which multiple of ten a given number is closest to for rounding. Special Needs: Use number lines with highlighted tens to identify reference points for rounding.

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Unit Title: Algebraic Relationships- recognize and extend patterns

Learning Objective/ Essential Course Outcome: Students will describe and extend simple numeric patterns and change from one representation to another.


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10. Other:

Learning Activity

Students will use a calculator to find patterns by adding the same number each time and observing the pattern in the ending number of the sum. Students will practice turn around facts with paper and pencil. Students will practice doubles facts using dominos.

Assessment Activity Students will practice and complete frames-and-arrows diagrams. Students will complete +9 problems by figuring out the +10 fact and going back one. Students will use doubles facts to help them solve other addition problems.



Enrichment Exercises: Students will collaborate to find and color patterns in the Facts Table Correction Exercises: Students will use hand motions and manipulatives to find the patterns in addition problems. Special Needs: Use manipulatives and tactile materials to present information in a variety of ways.

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Unit Title: Algebraic Relationships – create and analyze patterns

Learning Objective/ Essential Course Outcome: Students will describe how simple growing patterns are generated.


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Learning Activity

Students will identify the next items in a given pattern. Students use different colors to highlight odd and even numbers on a number grid. Students will use a calculator to skip count by different numbers.

Assessment Activity Students will complete frames-and-arrows diagrams to demonstrate an understanding of patterns. Students will complete function machines to demonstrate an understanding of patterns.



Enrichment Exercises: Have students solve more complex patterns, such as ABC patterns. Correction Exercises: Allow students to extend simple ABAB and ABBA patterns with colored blocks. Special Needs: Use sound, such as clapping to demonstrate patterns.

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Unit Title: Algebraic Relationships- represent mathematical situations

Learning Objective/ Essential Course Outcome: Students will represent a mathematical situation as an expression or number sentence by using addition or subtraction.


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10. Other:

Learning Activity

Students will solve number stories and write number sentences that correlate. Students will play Addition Top-It. Students will use fact triangles to write the addition and subtraction problems that go with each.

Assessment Activity Students will complete fact triangles and write the fact family that is represented on the triangle. Students will solve comparison number stories and write the number sentence that goes with each.



Enrichment Exercises: Students will collaborate to find and color patterns in the Facts Table Correction Exercises: Students will use counters or pictures to assist students in solving number stories. Special Needs: Use manipulatives and tactile materials to present information in a variety of ways.

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Unit Title: Algebraic Relationships – describe and use mathematical manipulation

Learning Objective/ Essential Course Outcome: Students will solve problems with whole numbers using the commutative and associative properties of addition.


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Learning Activity

Students will write addition facts and the associated turn-around facts. Students will add three addends together in different orders.

Assessment Activity Students will play Basketball Addition to add three or more 1- and 2-digit numbers. Students will play Three Addends to practice the associative property.



Enrichment Exercises: Have students mentally add three or more addends. Correction Exercises: Provide students with a number line to add three addends. Allow students to use calculators to play Basketball Addition. Special Needs: Use objects to represent numbers and show the addition operation.

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Content Area: Mathematic



Unit Title: Algebraic Relationships- use mathematical models

Learning Objective/ Essential Course Outcome: Students will model situations that involve addition and subtraction of whole numbers, using pictures, objects or symbols.


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10. Other:

Learning Activity

Students will use the numbers of a set of dice to represent the four addition and subtraction number models for each set. Students will use base ten blocks to depict addition and subtraction problems. Based on a picture, students will write addition and subtraction number stories and number models.

Assessment Activity Students will write the two addition and two subtraction problems based on fact family triangles presented to them. After all strategies are presented/taught, students choose from methods to solve two-digit addition and subtraction problems.



Enrichment Exercises: Have students explore and test to find new methods to solve multi-digit addition problems. Correction Exercises: Students use counters to depict number models, number stories, and to find the answers. To assist with fact families, students can create a fact family chain. Special Needs: Students will be given a strategy to use for an addition or subtraction problem.

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Unit Title: Algebraic Relationships – analyze change

Learning Objective/ Essential Course Outcome: Students will describe qualitative change, such as students growing taller.


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Learning Activity

Students will compare two classmates and describe their differences in heights. Students will complete change diagrams.

Assessment Activity Students will identify whether a change on a classroom thermometer is a change to less or a change to more. Students will solve number stories using change-to-more and change-to-less diagrams.



Enrichment Exercises: Students will write their own change-to-less and change-to-more number stories. Correction Exercises: Provide nonlinguistic representations, such as pictures, to assist students in solving change-to-more stories. Special Needs: Use objects to represent qualitative changes.

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Unit Title: Geometric and Spatial Relationships- describe and use geometric relationships

Learning Objective/ Essential Course Outcome: Students will describe attributes and parts of 2- and 3- dimensional shapes using physical models (circle, triangle, trapezoid, rectangle, rhombus, sphere, rectangular prism, cylinder, pyramid).


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Learning Activity

In partners students will make shapes on their geoboards and describe the attributes of the shape so their partner can replicate it. Students will use pattern-block templates to identify and draw shapes. Students will find examples of 3-dimensional shapes in everyday life and bring to class.

Assessment Activity Students will sort polygons based on the number of sides and/or angles each has. Students will identify pictures of everyday objects as specific 2- and 3- dimensional shapes. Using 3-dimensional shapes constructed in class, students will identify the shape, number of bases, number of edges, faces and vertices each has.



Enrichment Exercises: Students will use tangram pieces to complete the tangram puzzle. Correction Exercises: In partners, students will sort pattern blocks into groups based on one rule each time. Change and repeat. Special Needs: Use manipulatives and tactile materials to present information in a variety of ways.

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Learning Objective/ Essential Course Outcome: Students will identify locations with simple relationships on a map (coordinate system).


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Learning Activity

Students will locate items on a map grid. Students will identify simple coordinates to describe locations on a map. Students will practice using addition/subtraction fact table.

Assessment Activity Students will use a map with simple relationships to answer questions about locations.



Enrichment Exercises: Students design their own maps of the school or classroom using a coordinate system. Correction Exercises: Allow students to use markers or highlighters to mark the path to a location on a map. Special Needs: Simplify maps by taking away distracters that are unrelated and may confuse students.

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Unit Title: Geometric and Spatial Relationships- use transformations on objects

Learning Objective/ Essential Course Outcome: Students will use manipulatives to model slides and turns.


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10. Other:

Learning Activity

Students will predict the other side of a half drawn picture with a line going down the center. Students will complete a half drawn picture divided at the line of symmetry. Students will move an object to demonstrate a specified flip or turn.

Assessment Activity

Students will identify objects in room that have a line of symmetry/are symmetrical. Students will cut out symmetrical shapes from math masters page and fold along line(s) of symmetry. Students will determine whether an object was flipped or turned after seeing its starting position and after the teacher/a partner moves it.

Evaluation

Ongoing slate and/or oral assessments. End of unit written assessment. Quarterly GLE assessment checklist of mastered skills. Individual Profile of Progress checklist. Informal teacher observation.


Enrichment Exercises: Have students create a symmetry booklet by cutting out pictures from magazines and/or drawing symmetrical pictures and depicting line of symmetry on each. Correction Exercises: Students will use pattern-block template to complete pictures if having trouble with picturing other side of shape. Special Needs: Use manipulatives and tactile materials to present information in a variety of ways.

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Unit Title: Geometric and Spatial Relationships- create shapes that have symmetry- represent and interpret data

Learning Objective/ Essential Course Outcome: Students will use symmetry.


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Learning Activity

Students will draw the other half of a picture across a line of symmetry. Students will draw a butterfly and make the wings symmetrical, identifying the middle of the body as the line of symmetry. Students will make snowflakes to create a 2-dimensional symmetric design.

Assessment Activity Students will identify which objects in a group have symmetry and which ones do not. Students will identify the lines of symmetry in different pattern blocks.



Enrichment Exercises: Students create their own design with multiple lines of symmetry. Correction Exercises: Have students fold paper shapes in half to determine if the sides match up indicating a line of symmetry. Special Needs: Use manipulatives and tactile materials to present information in a variety of ways.

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Unit Title: Measurement- determine unit of measurement

Learning Objective/ Essential Course Outcome: Students will select an appropriate unit and tool for the attribute being measured (size, temperature, time, weight) and to the nearest inch, centimeter, degree, hour and pound.


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10. Other:

Learning Activity Students will use the class thermometer poster to match and demonstrate the temperature of specified places/objects. Students will view a thermometer and determine whether a temperature is being measured in Fahrenheit or Celsius depending on the temperature and background knowledge.

Assessment Activity Students will use individual clocks to show a time to the quarter hour. Students will measure objects around the room in both inches and centimeters, and record and compare their findings. Students will read thermometers to the nearest degree in both Fahrenheit and Celsius.



Enrichment Exercises: Students will find the linear measurements of an object in more than one way by exploring and testing different options. Correction Exercises: Have students find measurements that are close to a specified length in both inches and centimeters instead of freely letting them measure anything. Special Needs: Help students use non-standard forms of measurement (ex. Shoe).

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Learning Objective/ Essential Course Outcome: Students will tell time to the nearest one fourth (quarter) hour.


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Learning Activity

Students will use manipulative clocks to set given times. Students will write the time on their math journals daily. Students will draw hands on a clock to represent a given time.

Assessment Activity Students will read clocks to accurately write the times. Students will play Time Match to tell time.



Enrichment Exercises: Have students write times to the minute and figure elapsed time. Correction Exercises: Write the numbers counting by 5’s around the clock for students to use as a tool. Special Needs: Use manipulative and tactile materials to demonstrate time.

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Unit Title: Measurement- count and compute money

Learning Objective/ Essential Course Outcome: Students will make change from a dollar.


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10. Other:

Learning Activity

Students will play the Digit Game. Students will count up to the nearest 5 or 10 cent amount recording how much change it took them to get there. Ex. 48 cents, students count up to 50 cents taking them two pennies to get there. Students will practice making change.

Assessment Activity Students will show the least amount of coins needed to make up an amount. Students will “buy” items at a store and use the least amount of coins to count up to make change from a dollar. Students will write number models to show the completed transactions. Ex 48+2= 50.



Enrichment Exercises: Students will solve coin puzzles to find the value and coins used. Correction Exercises: Students will use play money to demonstrate the problems. Students will also use the number grid to recognize patterns and relationships when counting change and money. Special Needs: Students will make change up to one dollar only using dimes.

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Unit Title: Measurement- use standard or non-standard measurement

Learning Objective/ Essential Course Outcome: Students will use standard units of measure (cm, inch) and the inverse relationships between the size and number of units.


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10. Other:

Learning Activity

Students will fill a space first with pencils and then with chalkboard erasers. Students will draw conclusions in a small group to answer questions about the size of an object and how much space it fills. Students will determine which unit of measure is needed to measure a given space/object.

Assessment Activity Students will decide which of two given objects will need more units to be measured. Based on an object students will determine which unit of measure is needed. Students will measure a desk using centimeters and then inches. They will then compare their findings of using the different units.



Enrichment Exercises: Students will write explanations regarding why a specific unit of measure is most appropriate for measurement of a given item. Correction Exercises: Students will put units of measurement for linear measurements and weight in order from smallest to greatest. Special Needs: Use manipulatives and tactile materials to present information in a variety of ways.

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Unit Title: Date and Probability- formulate questions

Learning Objective/ Essential Course Outcome: Students will pose questions and gather data about themselves and their surroundings.


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10. Other:

Learning Activity Students will gather data from the class recording the number of pockets each student has. Students will arrange themselves in order from the least pockets to the greatest number of pockets. Students will predict how many pockets a new student coming to the classroom would have based on the data they have so far.

Assessment Activity Students will make a bar graph to display the number of pockets the class has. Students will gather data on which food group each member of the class eats most using tally marks. Students will then organize that information into a bar graph to show which food group is eaten most by the class.



Enrichment Exercises: Students will compare data by using the data they have collected from their classmates. Have them predict the amount of pockets teachers would have in comparison. Have them collect the data, graph and compare the findings. Correction Exercises: Students in small groups will roll dice and record how many times they land on each number using tally marks. Then students will make a bar graph with the findings. Special Needs: Use manipulatives and tactile materials to present information in a variety of ways.

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Unit Title: Date and Probability- classify and organize data

Learning Objective/ Essential Course Outcome: Students will sort and classify items according to their attributes and organize data about the items.


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10. Other:

Learning Activity Students will gather data on the number of pockets each child in their class has and then will arrange the information by how many students have a certain number of pockets. Students will measure their arm span and arrange the data in order from shortest to longest.

Assessment Activity Students will answer questions on a group of data by sorting it. Students will determine what arm span a new student coming into the class would be, based on the data collected thus far. Students will sort pattern blocks according to a specified rule about their attributes.



Enrichment Exercises: Students will compare the data of arm spans from their class with another second grade class. They will record similarities and differences and attempt to explain why. Correction Exercises: Students will record arm spans on a line plot to make interpretation and finding patterns simpler. Special Needs: Students will sort different colored objects into two or three different groups.

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Unit Title: Data and Probability- represent and interpret data

Learning Objective/ Essential Course Outcome: Students will represent one-to-many correspondence data using pictures and bar graphs.


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10. Other:

Learning Activity

Students will interpret a one-to-many table which uses one symbol to stand for more than one item. Students will discuss the use of a key for a table. Students will explore to find relationships between multiplication and one-to-many tables.

Assessment Activity Students will answer questions about a table that uses one-to-many representations.



Enrichment Exercises: Students will survey each student in the grade to find their favorite color and make a graph of the data. Students will then make a one-to-many table to simplify their findings. Correction Exercises: Students will draw tallies next to each symbol to figure out questions about a pictograph. Special Needs: Use manipulatives and tactile materials to present information in a variety of ways.

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Learning Objective/ Essential Course Outcome: Students will read, write, and compare whole numbers less than 10,000.


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10. Other:

Learning Activity

Students will be given numbers up to 10,000 and will write on their slate. Students will read numbers up to 10,000 aloud. Using less than, more than, or equal to, students will compare numbers.

Assessment Activity Students will play Top-It to determine which number is greater.

Evaluation Ongoing slate and/or oral assessment End of unit written assessment Individual Profile of Progress checklist


Enrichment Exercises: Students roll five dice and arrange numbers in any order to generate a 5 digit number. Repeat 3 times and record numbers on paper. Math Masters, p. 124 Correction Exercises: Student scoops one handful of pennies per person. Each child counts the pennies and compares their total with a partner’s. The students decide which amount is greater (or less) and explain how they know. Special Needs: Use manipulative and tactile materials.

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Learning Objective/ Essential Course Outcome: Represents halves, thirds, and fourths


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10. Other:

Learning Activity

Using slates, students will divide the slate into fourths, thirds, and halves. Using counters, students will show halves, thirds, and fourths of a given number.

Assessment Activity Students will identify fourths, thirds, and halves.

Evaluation Ongoing slate and/or oral assessment. End of unit written assessment Individual Profile of Progress checklist


Enrichment Exercises: Students will solve Fraction Puzzles of Math Masters, page 239. Correction Exercises: Student divides slate in half and shades ½. Student divides slate in fourths and shades 2/4. Special Needs: Use manipulative and tactile materials.

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Learning Objective/ Essential Course Outcome: recognize equivalent representations for the same number and generate them by decomposing and composing numbers including expanded notation


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10. Other:

Learning Activity

Students will rename whole numbers by breaking them apart into the appropriate place value using addition and multiplication.

Assessment Activity Students will use partial sums and partial products algorithms to solve problems. Students will play Target 50.

Evaluation Ongoing slate and/or oral assessments End of unit written assessment Individual Profile of Progress checklist


Enrichment Exercises: Making up Addition Problems from a Mileage Map Correction Exercises: Modeling 2-Digit numbers with Base-10 Blocks Special Needs: Use manipulative and tactile materials.

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Unit Title: Number and Operations- classify and describe numeric relationships

Learning Objective/ Essential Course Outcome: classify numbers by their characteristics, including odd and even


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10. Other:

Learning Activity

Students will observe that even numbers can be divided by 2. Highlight odd or even numbers on the number grid.

Assessment Activity Given whole numbers, students will write odd or even on their slate to correspond with the number given. Students will write numbers that are even and odd.

Evaluation Ongoing slate and/or oral assessments End of unit written assessments Individual Profile of Progress checklist

Resources: Manipulative kit, math journals, home links, number line, hundreds chart

Enrichment Exercises: Sort two digit odd/even numbers onto a T chart. Correction Exercises: Using the number line, students will begin with 0 and count by 2s to find even numbers. They will start with 1 and skip count to find odd numbers Special Needs: Use manipulative and tactile materials.

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Unit Title: Number and Operations- represent operations

Learning Objective/ Essential Course Outcome: represent/model a given situation involving multiplication and related division using various models including sets, arrays, areas, repeated addition/subtraction, sharing and partitioning


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10. Other:

Learning Activity

Students will use manipulatives to set up an array. Students will draw arrays on their slate to represent multiplication problems.

Assessment Activity Students will draw arrays on their slates.

Evaluation Ongoing slate and/or oral assessments End of unit written assessments Individual Profile of Progress checklist


Enrichment Exercises: Students build square arrays with counters for as possible beginning with 2.as many numbers Correction Exercises: Students will build arrays with counters. Special Needs: Use manipulative and tactile materials.

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Unit Title: Number and Operations- describe effects of operations

Learning Objective/ Essential Course Outcome: describe the effects of adding and subtracting whole numbers as well as the relationship between the two operations


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10. Other:

Learning Activity

Students will work on fact families and number families. Students will use Fact Triangles.

Assessment Activity Math Journal Page Timed addition and subtraction fact tests

Evaluation Ongoing slate and/or oral assessment End of unit written assessments Individual Profile of Progress checklist


Enrichment Exercises: Students will play Roll to 100. Correction Exercises: Students will make fact family chains. Special Needs: Use manipulative and tactile materials.

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Learning Objective/ Essential Course Outcome: represent a mental strategy used to compute a given multiplication problem up to 9x9


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10. Other:

Learning Activity

Students will learn to double the product mentally for multiplying 2s. Students will learn to double and add 1 for multiplying 3s.

Assessment Activity Slate activity Students will play Baseball Multiplication, Name That Number, Beat the Calculator, and Multiplication Top It.


Resources: Essential Skills software, manipulative kit, math journals, home links, Student Resource Book

Enrichment Exercises: Students will do additional problems in less time Correction Exercises: Repeated adding Special Needs: Use manipulative and tactile materials.

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Learning Objective/ Essential Course Outcome: use strategies to develop fluency with basic number relationships (9x9) of multiplication and division


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10. Other:

Learning Activity

With partners, students will quiz each other with math fact cards.

Assessment Activity Students will take timed multiplication tests on a regular basis.



Enrichment Exercises: Students can memorize facts beyond 9x9. Correction Exercises: Students will do fewer problems in the same time block. Special Needs: Use manipulative and tactile materials.

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Learning Objective/ Essential Course Outcome: apply and describe the strategy used to compute up to 3-digit addition or subtraction problems


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Learning Activity

Students will learn the “Partial Sums” strategy for addition and practice with a partner. Students will learn the “Trade First” strategy for subtraction and practice with a partner.

Assessment Activity Students will solve addition or subtraction problems on their slate showing their work. Students will meet in small groups to be assessed by the teacher. Home Links and Math Journals



Enrichment Exercises: Students will continue adding and subtracting, but will do so with more digits. Correction Exercises: Continued practice either individually or in small groups. Special Needs: Use manipulative and tactile materials.

97




Unit Title: Number and Operations- estimate and justify solutions

Learning Objective/ Essential Course Outcome: estimate and justify sums and differences of whole numbers


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10. Other:

Learning Activity Using the number line, students will decide if a given number (ex. 22) is closer to 20 or 30. Students will estimate to the nearest tens and hundreds in addition and subtraction problems mentally.

Assessment Activity Math Journal activity Math Boxes The teacher gives the students a number and asks the students for thumbs up if the number is rounded up or thumbs down is it is rounded down.

Evaluation

Ongoing slate and/or oral assessment End of unit written assessment Individual Profile of Progress checklist

Resources: Math journals, home links, slates, manipulative kits

Enrichment Exercises: Students will estimate sums and differences to the nearest tens, hundreds, and thousands Correction Exercises: Using a number line, students will estimate numbers in a given problem. Special Needs: Use manipulative and tactile materials.

98




Unit Title: Algebraic Relationships-recognize and extend patterns

Learning Objective/ Essential Course Outcome: Students will extend geometric (shapes) and numeric patterns to find the next term.


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10. Other:

Learning Activity Using pattern blocks, students create shape patterns and challenge a partner to extend the pattern. Students play number line squeeze. Students practice extending number sequences by counting by 2s, 5s, 10s and 25s.

Assessment Activity Students complete number sequence puzzles. They can trade puzzles with a partner and complete the sequence. Students complete geometric shape patterns using their pattern block template.

Evaluation Ongoing slate and/or oral assessments. End of unit written assessment. Individual Profile of Progress checklist.


Enrichment Exercises: Students can create number or shape sequence puzzles for classmates. Correction Exercises: For number sequences, students can ignore the hundreds place and use the tens and ones place to figure out the next number in the sequence. Special Needs: Students can use tools and manipulatives to create sequence puzzles.

99




Unit Title: Algebraic Relationships-create and analyze patterns

Learning Objective/ Essential Course Outcome: Students will represent patterns using words, tables or graphs.


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10. Other:

Learning Activity

Students compare patterns in the number of letters in their first names and represent the data with tallies and words. Students use the patterns in data to create tables and graphs on chart paper.

Assessment Activity Students draw the next shape of a given pattern on slates. Students find patterns in a given set of data and represent it in a tally chart and graph.



Enrichment Exercises: Students create graphs using graphing software and use the graphs to answer simple questions. Correction Exercises: Students practice tallying objects in the classroom and writing the number represented by the tallies. Special Needs: Students practice shading in simple graphs to represent data from a chart.

100




Unit Title: Algebraic Relationships-represent mathematical situations

Learning Objective/ Essential Course Outcome: Using all operations, students will represent a mathematical situation as an expression or number sentence.


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10. Other:

Learning Activity Students use change diagrams and comparison diagrams to solve change-to-more and change-to-less number stories. Students write number models to summarize number stories created by using the vendor machine posters.

Assessment Activity Students write number sentences on slates from orally read math messages. Students create number stories to reflect a mathematical situation that includes a written expression on an exit slip.

Evaluation Ongoing slate assessment. End of unit written assessment. Individual Profile of Progress checklist.


Enrichment Exercises: Students create a booklet that has number stories for readers to solve with the answers included in an answer key. Correction Exercises: Review the guide to solving number stories with students and practice creating mathematical situations with them. Special Needs: Students may act out the number sentence using the number grid poster, class number line or manipulatives.

101




Unit Title: Algebraic Relationships-describe and use mathematical manipulation

Learning Objective/ Essential Course Outcome: Students will use the commutative, distributive and associative properties for basic facts of whole numbers.


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10. Other:

Learning Activity Students practice the commutative property by completing fact families and practicing with fact triangles. Students practice the associative and distributive properties by comparing the use of commas in word sentences to use parenthesis in number stories. Students find different ways to score ten points in basketball.

Assessment Activity Students recite basic facts from fact triangles using the turn-around rule. Students play Name that Number using at least three cards and two operations and record their expressions on paper.



Enrichment Exercises: Students write number models to represent the dot patterns in arrays. Correction Exercises: Students practice recognizing the properties by solving problems in name collection boxes. Special Needs: Students explore basic facts of whole numbers by creating a fact family chain.

102




Unit Title: Algebraic Relationships-use mathematical models

Learning Objective/ Essential Course Outcome: Students will model problem situations, including multiplication with objects and drawings.


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10. Other:

Learning Activity Using base-ten blocks, students model partial-sums method and trade-first method. Using counters, students create arrays to represent multiplication problems.

Assessment Activity On slates, students draw representations of number stories to solve problems. Using manipulatives, students model problem situations and solve them independently.



Enrichment Exercises: Students work in small groups to create algorithm posters that illustrate how to solve addition, subtraction and multiplication problems. Correction Exercises: Students play Base-Ten Trading Game to experience place value exchanges. Special Needs: Allow students to use manipulatives of their choice, stamps or stickers to represent problem situations.

103




Unit Title: Algebraic Relationships-analyze change

Learning Objective/ Essential Course Outcome: Students will describe quantitative change, such as students growing two inches in a year.


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10. Other:

Learning Activity Students use change diagrams to solve and describe change-to-more and change-to-less number stories. Students participate in describing the changes that occur on the Sunrise-Sunset poster.

Assessment Activity Students record several rounds of Number-Grid Difference and turn in a half sheet with examples of numerical change. Students are able to verbalize or write changes that occur in the times on the Sunrise-Sunset poster.



Enrichment Exercises: Students make up and solve change number stories. Correction Exercises: Students practice solving change problems by using comparison diagrams. Special Needs: Students practice solving change problems by using the number grid or a number line.

104




Unit Title: Geometric and Spatial Relationships- describe and use geometric relationships

Learning Objective/ Essential Course Outcome: Students will compare and analyze 2-dimensional shapes by describing their attributes (circle, rectangle, rhombus, trapezoid, triangle).


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10. Other:

Learning Activity Using a pattern block template, students categorize and trace shapes that have similar attributes, name and describe the properties of the categories, and name each shape. Students construct 2 dimensional shapes using straws and twist ties and compare them to shapes created by classmates.

Assessment Activity Students draw 2 dimensional shapes on slates according to attribute (four sides, three corners, two parallel sides). In a Venn diagram, students compare and contrast 2 dimensional shapes.



Enrichment Exercises: Students play Shading Shapes. Correction Exercises: Students go on a geometry hunt around the classroom to find shapes with similar attributes. Special Needs: Allow student to create shapes using geoboards and rubber bands.

105




Unit Title: Geometric and Spatial Relationships- compose and decompose shapes

Learning Objective/ Essential Course Outcome: Students will predict the results of putting together or taking apart 2 and 3 dimensional shapes.


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10. Other:

Learning Activity Using straws and twist ties, students construct 2 and 3 dimensional shapes. Using multiple pattern blocks, students create regular and irregular polygons and prisms. Using pattern block shapes, students construct 3 dimensional polyhedrons.

Assessment Activity After showing students two patterns blocks, they can draw the shape created by putting the two blocks together on their slates. Students can identify the result of putting two or more shapes together on a multiple choice worksheet.



Enrichment Exercises: Students apply their knowledge of geometric solid attributes by solving geometric riddles. Correction Exercises: Students describe shapes from the Solid Shapes Museum. Special Needs: Students may use manipulatives to help them visualize the outcome of putting shapes together.

106




Unit Title: Geometric and Spatial Relationships- use coordinate systems

Learning Objective/ Essential Course Outcome: Students will describe location using common language and geometric vocabulary (forward, back, left, right, north, south, east, west).


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10. Other:

Learning Activity Students play Simon Says in which location and geometric vocabulary are used. Students use coordinate systems to describe to another student the location of an object in class.

Assessment Activity On slates, students are able to describe the movements of an object or person. Students are able to successfully play Simon Says.



Enrichment Exercises: Have students create a treasure map that includes written directions of where to find the treasure from a given point. Correction Exercises: Have students practice in pairs giving each other directions around the classroom. Special Needs: Give students verbal and visual reminders of directions.

107




Unit Title: Geometric and Spatial Relationships- use transformations on objects

Learning Objective/ Essential Course Outcome: Students will determine if two objects are congruent through a slide, flip or turn.


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10. Other:

Learning Activity Students manipulate pattern blocks and other objects to determine congruency and the changes that occur through flips, slides and turns.

Assessment Activity Given two figures, students will determine whether they are congruent verbally or written. Student will use manipulatives to demonstrate a turn, flip and slide.



Enrichment Exercises: Using a pattern block template, students will design two congruent figures composed of at least three different shapes that have been flipped, turned or slid. Correction Exercises: Model for students how to analyze whether two shapes are congruent. Practice with them sliding, flipping and turning alike and unalike shapes. Special Needs: Provide a visual representation of what a flip, turn and slid look like with two congruent objects.

108




Unit Title: Geometric and Spatial Relationships- use symmetry

Learning Objective/ Essential Course Outcome: Students will identify lines of symmetry in polygons.


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10. Other:

Learning Activity Students fold and cut out symmetric figures. Students draw mirror images of symmetric shapes and figures.

Assessment Activity Using a geoboard, students complete symmetric shapes. Students draw the other half of symmetric letters, shapes and figures.



Enrichment Exercises: Students solve pattern block puzzles involving shapes with symmetry. Correction Exercises: Students fold paper into halves and copy designs. Special Needs: Allow students to use hand mirrors to see the missing parts of the figures and complete the drawings.

109




Unit Title: Measurement- determine unit of measurement

Learning Objective/ Essential Course Outcome: identify, justify, and use the appropriate unit of measure (linear, time, weight).


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10. Other:

Learning Activity Students will measure several items in the room, such as a paper clip, width of a desk, height of a door documenting findings. Students will weigh several items in the room, such as, a paper clip, pencil, book, etc. documenting findings.

Assessment Activity Math Journal pages Math Boxes Teacher observation

Evaluation



Enrichment Exercises: Students will analyze objects according to the unit of measure. Correction Exercises: Students will categorize objects according to the unit of measure. Special Needs: Use manipulative and tactile materials.

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Learning Objective/ Essential Course Outcome: tell time to the nearest five minutes


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10. Other:

Learning Activity Using the clock manipulative, students will count by 5s starting at 12. When beginning a journal page, students will write the current time to the closest 5 minutes.

Assessment Activity Teacher will display times on a large “Judy” clock and students will write the time on the board.

Evaluation



Enrichment Exercises: Students will identify time to the nearest minute. Correction Exercises: Students will skip count on their clocks by 5. Special Needs: Use manipulative and tactile materials.

111




Unit Title: Measurement – count and compute money

Learning Objective/ Essential Course Outcome: determine change from $5.00 and add and subtract money values to $5.00.


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10. Other:

Learning Activity With partners, students will count back change from $5.00 Students will subtract money from $5.00.

Assessment Activity Students will answer problems on their slates determining change from $5.00. Students will work with a partner using play money to determine change from $5.00

Evaluation



Enrichment Exercises: Students will determine change from more than $5.00. Correction Exercises: Additional practice Special Needs: Use manipulative and tactile materials.

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Learning Objective/ Essential Course Outcome: use a referent for measures to make comparisons and estimates


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10. Other:

Learning Activity

Students will compare and estimate measurements based on objects they know. (ex.: a paper clip is about the size of an inch) Students will use rulers, measuring tapes, yardsticks, and meter sticks to measure objects.

Assessment Activity

Given many different objects, students will compare and estimate measurements using paper clips, body measurements, or other objects. Students will measure objects with the appropriate unit of measure.

Evaluation


Resources: Math journals, home links, slates

Enrichment Exercises: Students will use their own personal referent for measuring. Correction Exercises: Review objects to use as a referent. Special Needs: Use manipulative and tactile materials.

113




Unit Title: Measurement – apply geometric measurements

Learning Objective/ Essential Course Outcome: determine the perimeter of polygons


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10. Other:

Learning Activity Students will determine the perimeter of assorted shapes in their math journal pages.

Assessment Activity Teacher observation

Evaluation



Enrichment Exercises: Students will measure 3D objects and figure out the perimeter. Correction Exercises: Students will construct polygons on a geoboard and determine the perimeter. Special Needs: Use manipulative and tactile materials.

114




Unit Title: Data and Probability-formulate questions

Learning Objective/ Essential Course Outcome: Students will design investigations to address a given question.


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10. Other:

Learning Activity

In small groups, students will formulate a question to ask their peers. Students will work together to create a survey with a question and 4-6 answer choices. Students may use a tally chart, a written survey to pass out and collect, or an online survey.

Assessment Activity On an exit slip, students will record at least three statements about the survey data. Some children may find the mean, median and mode of the data.



Enrichment Exercises: Students can use Excel to create charts of their survey data. Correction Exercises: Give students multiple opportunities to formulate questions and survey peers. Special Needs: Students can choose from a list of teacher generated questions and use a template to gather the student data.

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Unit Title: Data and Probability-represent and interpret data

Learning Objective/ Essential Course Outcome: Students will read and interpret information from line plots and graphs (bar, line, pictorial)


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10. Other:

Learning Activity

Students make bar graphs for given sets of data. Students model the graphs with pennies and rearrange the pennies to determine the mean for each data set. Students compare the mean and median of data sets.

Assessment Activity Graphing activities in math journal.



Enrichment Exercises: Students use the given median, range, and mode to display a possible data set. Correction Exercises: Students predict how many times they think they will dice roll a 1 and then make a graph to record their results. When students have completed the graph, have them discuss their predictions and results. Special Needs: Support student vocabulary development by using a Math Word Bank.

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Unit Title: Data and Probability-describe and analyze data

Learning Objective/ Essential Course Outcome: Students will describe the shape of data and analyze it for patterns.


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10. Other:

Learning Activity

Students will record survey results in a frequency table to draw conclusions from the data. Students will use data to make predictions and will use basic probability terms to discuss the results of data. Students analyze trends in data from the Sunrise-Sunset poster.

Assessment Activity Using an exit slip, students record at least three statements about the survey data being collected in class. Students analyze the Sunrise-Sunset poster and write three statements to describe the shape of the data and trends observed.



Enrichment Exercises: Use spinners to create and analyze patterns in data. Correction Exercises: Students play Soccer Spin to explore spinner probabilities and the likelihood of events. Special Needs: Allow students to use basic probability terms to express the likelihood of events.

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Unit Title: Data and Probability-develop and evaluate inferences

Learning Objective/ Essential Course Outcome: Students will discuss events related to students’ experiences as likely or unlikely.


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10. Other:

Learning Activity Students conduct equally likely and not equally likely experiments. Students play the Block Drawing Game. Students play Spinning to win. Students solve random-draw problems.

Assessment Activity Students shade spinners according to orally given directions. Students match a set of outcomes with the correct spinner.



Enrichment Exercises: Students design spinners whose outcomes are not equally likely. Correction Exercises: Students play Soccer Spin. Special Needs: Students write the terms likely and unlikely and draw pictures to represent each term.

118




Unit Title: Numbers & Operations ; read, write, & compare numbers

Learning Objective/ Essential Course Outcome: Students will read, write, and compare whole numbers less than 100,000.


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10. Other:

Learning Activity

Use number grids to practice writing large numbers. Using slates, write two numbers and compare which number is larger.

Assessment Activity Number Top It Activity Number Line Squeeze activity to determine the number before and/or after

Evaluation Ongoing slate assessment of writing numbers to 100,000. Teacher observation Individual Profile of Progress checklist.

Resources: Essential Skills software, manipulative kit, math journals, study links

Enrichment Exercises: add/subtract digits up to 100,000 Correction Exercises: use graph paper to show place value when writing digits up to 100,000. Special Needs: Use manipulatives and tactile materials to show numbers.

119




Unit Title: Numbers & Operations – represent and use rationale numbers

Learning Objective/ Essential Course Outcome: students will use benchmarks and equivalent forms to judge the size of fractions (0, 1/2, 1)


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10. Other:

Learning Activity

Display fractions cards with blue shading smallest to largest Find equivalent fractions to identify sizes closest to 0, ½, and 1

Assessment Activity Identify equivalent fractions with blue shadings Create a 3-column chart to write fractions by sizes of 0, ½, and 1

Evaluation Ongoing slate assessment Teacher observation Written assessment


Enrichment Exercises: play Fraction /Percent Concentration Correction Exercises: Play Fraction Top It Special Needs: Draw Fractions to determine size.

120




Unit Title: Numbers & Operations – compose and decompose numbers

Learning Objective/ Essential Course Outcome: students will recognize equivalent representations for the same number by composing/decomposing numbers


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10. Other:

Learning Activity

Have a scavenger hunt and find different ways to name one number around the classroom.

Use name collection boxes to practice representing whole numbers in different ways

Assessment Activity Using slate, write numbers composed/decomposed from scavenger hunt. Play Name that Number

Evaluation Ongoing slate assessment Teacher observation Written assessment


Enrichment Exercises: compose/decompose numbers using roman numerals Correction Exercises: use dominoes to compose/decompose the same number Special Needs: practice a number using the four basic operations (fact family with one number)

121




Unit Title: Numbers & Operations

Learning Objective/ Essential Course Outcome: Students will classify and describe numbers by their characteristics including odd, even, multiples, and factors


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10. Other:

Learning Activity

Using a number line, identify numbers that are odd/even. Using a multiplication chart, look across/down to find multiples of a number; shade factors of products

Assessment Activity Using a deck of cards, decide whether cards are odd/even. Use a Venn diagram to show multiples of numbers

Evaluation Ongoing assessment Written assessment Teacher observation Individual Profile of Progress checklist.


Enrichment Exercises: Play Buzz and Bizz/Buzz Correction Exercises: Play Multiplication Wrestling to identify factors Special Needs: highlight odd/even numbers on the number grid to show patterning

122




Unit Title: Numbers & Operations –describe effects of operations

Learning Objective/ Essential Course Outcome: students will describe the effects of multiplying and dividing whole numbers & the relationship between the two operations


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10. Other:

Learning Activity Make mult./div. diagrams to organize information Write number stories to compute mult./div. operations

Assessment Activity Use triangular flash cards to show success with multiplication/division facts Display number stories in pictures.



Enrichment Exercises: students will write multiplication and division number stories Correction Exercises: students play Division Arrays to review the relationship between multiplication and division Special Needs: use repeated addition, skip counting, and arrays to model multiplication

123




Unit Title: Numbers & Operations –describe effects of operations

Learning Objective/ Essential Course Outcome: students will describe the effects of multiplying and dividing whole numbers & the relationship between the two operations


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10. Other:

Learning Activity Make mult./div. diagrams to organize information Write number stories to compute mult./div. operations

Assessment Activity Use triangular flash cards to show success with multiplication/division facts Display number stories in pictures.



Enrichment Exercises: students will write multiplication and division number stories Correction Exercises: students play Division Arrays to review the relationship between multiplication and division Special Needs: use repeated addition, skip counting, and arrays to model multiplication

124




Unit Title: Numbers & Operations –describe or represent mental strategies

Learning Objective/ Essential Course Outcome: students will represent a mental strategy used to compute a given multiplication problem (up to 2-digit by 2-digit)


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10. Other:

Learning Activity Students will write numbers in expanded notation Students will understand how to use place value to multiply 2digit numbers mentally

Assessment Activity Use expanded notation to multiply mentally Students can use 50 facts tests to assess basic facts; add zeros to the factors to increase mental 2 digit multiplication



Enrichment Exercises: students will play Multiplication Wrestling Correction Exercises: Use dice to roll digits, add one zero, and practice multiplication Special Needs: use repeated addition, skip counting, and arrays to model multiplication

125




Unit Title: Numbers & Operations –develop and demonstrate fluency

Learning Objective/ Essential Course Outcome: students will demonstrate fluency with basic number relationships (12 x 12) of multiplication and division facts


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10. Other:

Learning Activity Students make rectangular arrays with centimeter cubes Students use fact triangles to practice mult./div. facts

Assessment Activity Display cubes and write facts that mirror the cubed array. Use Aimsweb MCBM to assess facts awareness.



Enrichment Exercises: students will play Number Top It to increase Correction Exercises: students play Multiplication Top It Special Needs: use repeated addition, skip counting, and arrays to model multiplication

126




Unit Title: Numbers & Operations –compute problems

Learning Objective/ Essential Course Outcome: students will apply and describe the strategy used to compute a multiplication of 2 digit by 2 digit and related division facts


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10. Other:

Learning Activity Students demonstrate the use of partial products algorithms Students demonstrate the use of lattice to multiply.

Assessment Activity On slates, perform problems using P.P. algorithms On slates, perform problems using the lattice method.



Enrichment Exercises: students will play Number Top It to increase skills Correction Exercises: students play Name that Number to practice representing numbers in different ways. Special Needs: model multiplication with base 10 blocks

127




Unit Title: Algebraic Relationships – recognize and extend patterns

Learning Objective/ Essential Course Outcome: students will describe geometric and numeric patterns


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10. Other:

Learning Activity Create geometric patterns of circles, squares, triangles, etc... Using the four basic operations, create patterns with numbers for classmates to solve. Using a 100 grid chart, identify numbers above, below, and diagonal from a given number.

Assessment Activity Cut shapes and display successful patterning of geometric shapes. On slates, create numeric patterns and solve through cooperative learning.



Enrichment Exercises: students integrate numeric & geometric patterns with 5-6 steps for practice/share with partner to solve Correction Exercises: students create 3-4 step patterns using numeric or geometric patterning Special Needs: repeat with 2-step patterning for basic understanding

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Unit Title: Algebraic Relationships

Learning Objective/ Essential Course Outcome: Students will analyze patterns using words, tables and graphs


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10. Other:

Learning Activity

Students will use fact triangles Students will create Multiplication and Division table.

Assessment Activity Students will create fact triangles for multiplication facts Students will fill in a Multiplication and Division fact table and identify patterns.

Evaluation Students will write their numbers from 1 to 100. Observe students during Top-it to determine skill in comparing numbers. Quarterly GLE assessment checklist of mastered skills.


Enrichment Exercises: Students will play Triangle Sort Correction Exercises: Students will play Factor Bingo Special Needs: Students play Factor Bingo with facts up to 5

129




Unit Title: Algebraic Relationships – recognize and extend patterns

Learning Objective/ Essential Course Outcome: students will, using all operations, represent a mathematical situation as an expression or number sentence


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10. Other:

Learning Activity Discuss the 4 steps in understanding word problems. Orally create number stories using manipulatives from the classroom (ex: 10 tiles going E/W, 10 tiles going N/S…how many tiles in all?

Assessment Activity With a partner, create a word problem and show the 4 steps used in solving it. Read a short essay and write a number story based on data in the essay.



Enrichment Exercises: Using newspapers, create word problems from reading articles. Correction Exercises: On slates, recognize the operation needed to solve word problems Special Needs: work for understanding the 4 steps in solving the problems only

130




Unit Title: Algebraic Relationships – Describe and use mathematical manipulation

Learning Objective/ Essential Course Outcome: Students will use the commutative, distributive, and associative properties of addition and multiplication for multi- digit numbers


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10. Other:

Learning Activity

Students will recognize the Distributive property as numbers that tie operations together. Students will recognize Commutative Property is that changing the order of something does not change the end result. Students will recognize the Associative Property as a change in grouping does not change results.

Assessment Activity Students will demonstrate identification of various properties through a slate assessment.

Evaluation Ongoing assessment Written assessment Teacher observation Individual Profile of Progress checklist


Enrichment Exercises: Students will create mnemonic devices to remember the properties. Correction Exercises: On slates students will be able to identify the types of properties Special Needs: Students will use circle mats with dominoes to visualize individual properties

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Unit Title: Algebraic Relationships – Use mathematical models

Learning Objective/ Essential Course Outcome: Students will model problem situations, using representations such as graphs, tables or number sentences


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10. Other:

Learning Activity

Students will show data in various graphs. Students will solve various number sentences.

Assessment Activity Students will create various graphs and tables to represent a given set of data. Students will solve various number models.

Evaluation Ongoing assessment Written assessment Teacher observation Individual Profile of Progress checklist


Enrichment Exercises: Students can create spread sheets n Excel to show a collection of data. Correction Exercises: Students can create graphs in small groups with a collection of data. Special Needs: Students can practice their fact families and use illustrations to show their work.

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Unit Title: Algebraic Relationships – analyze change

Learning Objective/ Essential Course Outcome: students will describe mathematical relationships in terms of constant rates of change


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10. Other:

Learning Activity Students will create a classroom rates museum.

Assessment Activity Share the classroom rates and make comparisons.



Enrichment Exercises: write a brief report that would describe how rates are considered valid. Correction Exercises: Look for examples of rates in newspapers, magazines, and on labels and make comparisons. Special Needs: Draw pictures to illustrate strategies used to make rate tables

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Unit Title: Geometric and Spatial Relationships – describe and use geometric relations

Learning Objective/ Essential Course Outcome: Name and identify 2 & 3 dimensional shapes and describe their attributes using appropriate geometric vocabulary.


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10. Other:

Learning Activity Students will recognize 2 & 3 dimensional shapes using concrete pieces. Students will practice vocabulary skills with 2 & 3 dimensional shapes

Assessment Activity On slates, students will configure shapes when teacher recalls the vocabulary. Construct solids with straws and twist ties.



Enrichment Exercises: Write and solve, “What Am I” Riddles Correction Exercises: Compare how geometric solids are different from other geometric solids Special Needs: Students identify geometric solids by comparing them to classroom items.

134




Unit Title: Geometric and Spatial Relationships – Compose and decompose shapes

Learning Objective/ Essential Course Outcome: Students will describe the results of subdividing, combining and transforming shapes


X

Equity

Research X


X


X Technology X



X






GLEs GSR1 C

X



X


10. Other:

Learning Activity Students will describe the results of subdividing, combining and transforming shapes. Students will review properties of geometric solids.

Assessment Activity Students will model a rectangular prism and identify faces, parallel lines, edges, and vertices.

Evaluation Ongoing slate assessments. End of Unit written assessment. Individual Profile of Progress.

Resources: Essential Skills software, manipulative kit, math journals, Study Links

Enrichment Exercises: Students will construct various Geometric solids using straws and twist ties to identify faces, edges and vertices. Correction Exercises: Match various objects in the classroom, picture books and at home to the geometric solid. Special Needs: Students can use wooden geometric solids to identify faces, edges and vertices.

135





Learning Objective/ Essential Course Outcome: students will describe movement using common language & geometric vocabulary (forward, back, left, right, etc.)


X

Equity Research X


X


X Technology X



X






GLEs GSR2A

X



X


10. Other:

Learning Activity Students should understand the vocabulary of latitude, longitude and letter-number pair Students will play the Over & Up Squares Game

Assessment Activity Students will measure distances on a map scale and locate the latitude/longitude point. Locate points on a map and determine their ordered pair.



Enrichment Exercises: students will play Grid Search to practice locating grid squares and to develop search strategies. Correction Exercises: students plot and name points on a coordinate grid Special Needs: Tie 2 ropes together to make X and Y axis. Use two colors of electrical tape at regular intervals to mark points on each axis. Plot points.

136




Unit Title: Geometric and Spatial Relationships – Use transformations on objects

Learning Objective/ Essential Course Outcome: Students predict sliding, flipping, and rotating the center point of a polygon


X

Equity

Research X


X


X Technology X



X






GLEs GSR3A

X



X


10. Other:

Learning Activity Students will apply and identify concepts of turns, flips, and slides (translating, reflecting, and rotating) Students will use transparent mirrors to sketch reflections.

Assessment Activity Students will sketch various shapes on dot paper and draw the flip, slide or turn of the shape.



Enrichment Exercises: Students can draw Frieze patterns of various forms of art. Correction Exercises: Students can model the differences with drawings on their slates. Special Needs: Students can use transparent mirrors to show slides

137




Unit Title: Geometric and Spatial Relationships – use symmetry

Learning Objective/ Essential Course Outcome: students will create a figure with multiple lines of symmetry and identify the lines of symmetry.


X

Equity Research X


X


X Technology X



X






GLEs GSR3C

X



X


10. Other:

Learning Activity Name objects in the classroom that have lines of symmetry. Students cut out pictures of symmetric objects and use them to create a bulletin board display

Assessment Activity Using transparent mirrors, students will complete symmetrical pictures. Students will fold paper to sort polygons by the number of lines of symmetry.



Enrichment Exercises: students will explore turn symmetry. Correction Exercises: make individual booklets with symmetrical shapes Special Needs: students cut out pictures of symmetric objects from magazines and newspapers and use them to understand symmetry.

138




Unit Title: Geometric and Spatial Relationships – Recognize and draw three-dimensional representations

Learning Objective/ Essential Course Outcome: Students will identify the shapes of the faces of a prism


X

Equity

Research X


X


X Technology X



X






GLEs GSR 4 A

X



X


10. Other:

Learning Activity Students will be given pictures of geometric prisms and identify the shape of the faces. Students will draw geometric solids and label each face.

Assessment Activity Students will be given various shapes and have to identify the shape of the face. Students will have to draw the shape on their white boards and identify the face.



Enrichment Exercises: Students can construct various three-dimensional solids with straws and twist ties and identify the various faces after they are constructed. Correction Exercises: Students can model the differences with drawings on their slates. Special Needs: Students will be given geometric solids and using their Reference book they can identify each face.

139




Unit Title: Measurement – determine unit of measurement

Learning Objective/ Essential Course Outcome: students will identify and justify the unit of linear measurement including perimeter


X

Equity Research X


X


X Technology X



X






GLEs M1A

X



X


10. Other:

Learning Activity Understand the vocabulary of perimeter. Measure the classroom to determine its perimeter.

Assessment Activity Using a kitchen lay-out, sketch the appliances of your home and determine its perimeter. Have students write a number sentence to show how to find perimeter of a particular shape.



Enrichment Exercises: Investigate perimeters on a geoboard Correction Exercises: Understand the differences between area and perimeter Special Needs: Measure classroom items to continued practice of perimeter

140




Unit Title: Measurement: Identify equivalent measures

Learning Objective/ Essential Course Outcome: Students will understand measurable attributes of objects and the units, systems and processes of measurement


X

Equity

Research X


X


X Technology X



X






GLEs M 1B

X



X


10. Other:

Learning Activity Students will compare linear measurement using millimeters to centimeters and inches to feet. Students will identify which type of measurement to measure various objects.

Assessment Activity Students will be given various objects to measure to the nearest millimeter, centimeter and inch. Students will compare and contrast the various unit of measurement.



Enrichment Exercises: Students will make a scale drawing of the classroom using graph paper. The drawing will be put into ¼ inch scale. Correction Exercises: Students can measure various polygons on grid paper where each block represents a unit of measurement. Special Needs: Students will draw a given shape to the nearest inch or centimeter.

141





Learning Objective/ Essential Course Outcome: students will tell time to the nearest minute


X

Equity Research X


X


X Technology X



X






GLEs M1C

X



X


10. Other:

Learning Activity Understand the vocabulary of hours, minutes, and seconds. Students will recognize 60 minutes in the hour and identify each minute on a clock.

Assessment Activity With individual clocks, students will show the exact time. Throughout the day, students will be asked to express the time to the minute.



Enrichment Exercises: Students will recognize elapsed time. Correction Exercises: Students will practice time to the minute in five minute intervals. Special Needs: Identify times using a clock stamp

142




Unit Title: Measurement: Count and compute money

Learning Objective/ Essential Course Outcome: Students will determine change from $10.00 and add and subtract money values to $10.00


X

Equity

Research X


X


X Technology X



X






GLEs M 1D

X



X


10. Other:

Learning Activity Students will determine change from $10.00 Students will add and subtract money values to $10.00

Assessment Activity Students will be given money up to $10.00 and have to determine the change after a given amount. Students will have to determine amounts of money by adding and subtracting amount up to $10.00



Enrichment Exercises: Students will play the Credits/Debits Game. Correction Exercises: Students will work with money manipulatives to determine change. Special Needs: Students will work with Everyday Math cards to add or subtract numbers up to 10.

143





Learning Objective/ Essential Course Outcome: students will select and use benchmarks to estimate measurements (linear, capacity, weight)


X

Equity Research X


X


X Technology X



X






GLEs M2A

X



X


10. Other:

Learning Activity Students will weigh various items in grams and ounces. Students will pour liquids into containers to determine capacity.

Assessment Activity Listing items, students will be able to identify correct weights in customary or metric measurement. Students will construct a Mr. “Gallon Man” to understand gallons, quarts, pints, and cups.



Enrichment Exercises: Students will compare students’ weights with those of other mammals Correction Exercises: Students will play, “What’s my Weight” Special Needs: Using manipulatives, determine the different sizes of items and relate weight and capacity to each item.

144




Unit Title: Measurement: Use angle measurement

Learning Objective/ Essential Course Outcome: Students will estimate measurements of acute, right, and obtuse angles


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Equity

Research X


X


X Technology X



X






GLEs M 2B

X



X


10. Other:

Learning Activity Students will select and use benchmarks to estimate angles. Students will determine if an angle is acute, right, or obtuse.

Assessment Activity Students will use a half-circle and full circle protractor to measure angles. Students will draw various angles on their slates and identify if the angle is acute, obtuse or right.



Enrichment Exercises: Students will measure the angles of triangles using a protractor to determine that the sum equals 180 degrees. Correction Exercises: Students will work on and discuss the meaning of clockwise and counterclockwise. Special Needs: Students will model angles using a rope/piece of string.

145




Unit Title: Measurement – apply geometric measurements

Learning Objective/ Essential Course Outcome: students will determine and justify areas of polygons and non-polygonal regions imposed on a rectangular grid


X

Equity Research X


X


X Technology X



X






GLEs M2C

X



X


10. Other:

Learning Activity Students roll a die to determine the dimensions of a rectangle. They build the rectangle with cubes, with patterns blocks, or a geoboard, and then give the area of the rectangle.

Assessment Activity Students place objects on a grid, trace their outline boundaries, and count grid square to estimate their areas. Students draw rectangles according to given scales.



Enrichment Exercises: Students will model the conversion of square inches to square feet. Correction Exercises: Using the World Tour section as practice maps, measure their areas. Special Needs: Using cm cubes, build rectangles and then give the area of the rectangle in square units.

146




Unit Title: Data and Probability – Formulate Questions

Learning Objective/ Essential Course Outcome: Students will collect data using observations, surveys and experiments


X

Equity

Research X


X


X Technology X



X






GLEs DP 1A

X



X


10. Other:

Learning Activity Students will create a spinner using a paper clip. Students will compare predicated and actual results from an experiment

Assessment Activity Students will identify the probability of the paper clip landing in given areas. Students will perform a cube drop experiment predicting color of square the cube will land on.



Enrichment Exercises: Students design a game using a dice. Correction Exercises: Perform cube drop experiment Special Needs: Draw spinner

147




Unit Title: Data and Probability – Represents and Interprets Data

Learning Objective/ Essential Course Outcome: Students will create tables or graphs to represent categorical and numerical data (including line plots)


X

Equity

Research X


X


X Technology X



X






GLEs DP 1C

X



X


10. Other:

Learning Activity Students will create graphs and line plots. Students will do a class survey of favorite ice cream flavors.

Assessment Activity Students will write number of family members and place number on a class line plot. Students will create a bar graph of class favorite ice creams.



Enrichment Exercises: Students can determine the validity of the “One Size Fits All” claim Correction Exercises: Plot 50 Fact Test Scores results Special Needs: Use sticky notes on the board and list in order from smallest to largest

148




Unit Title: Data and Probability – Describe and analyze data

Learning Objective/ Essential Course Outcome: Students will describe important features of the data set


X

Equity

Research X


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X Technology X



X






GLEs DP 2 A

X



X


10. Other:

Learning Activity Students will organize and display data with a tally chart. Students will determine maximum, minimum, range and mode of a set of data.

Assessment Activity Students will be given a box of raisins and make an estimate of total number of raisins. Students will make a count of the total number of raisins and record class results of the data set.



Enrichment Exercises: Additional data collection of books read by family members Correction Exercises: Construct Class line plot of number of hours spent on a computer each week Special Needs: Use small box of raisins in small groups.

149




Unit Title: Data and Probability – Develop and evaluate inferences

Learning Objective/ Essential Course Outcome: Students will be given a set of data, propose and justify conclusions that are based on the data


X

Equity

Research X


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X Technology X



X






GLEs DP 3 A

X



X


10. Other:

Learning Activity Students will organize and display data. Students will review equivalencies between units of capacity.

Assessment Activity Students will measure various materials and record their observations. Students will identify various units of liquid measurement.



Enrichment Exercises: Students can model the Capacity of Annual Rice consumption. Correction Exercises: Use only two unit of measurement to identify equivalencies. Special Needs: Students can use rate tables

150

Appendix A

Appendix B

SHOW-ME STANDARDS

PERFORMANCE STANDARDS

Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather,

analyze, and apply information and ideas.

Students will demonstrate within and integrate across all content areas the ability to

1. Develop questions and ideas to initiate and refine research

2. Conduct research to answer questions and evaluate information and ideas

3. Design and conduct field and laboratory investigations to study nature and society

4. Use technological tools and other resources to locate, select, and organize information

5. Comprehend and evaluate written, visual, and oral presentations

6. Discover and evaluate patterns and relationships in information, ideas, and structures

7. Evaluate the accuracy of information and the reliability of its sources

8. Organize data, information, and ideas into useful forms (including charts, graphs,

outlines) for analysis or presentation

9. Identify, analyze, and compare the institutions, traditions, and art forms of past and

present societies

10. Apply acquired information, ideas, and skills to different contexts as students,

workers, citizens, and consumers

Goal 2: Students in Missouri public schools will acquire the knowledge and skills to

communicate effectively within and beyond the classroom.


1. Plan and make written, oral, and visual presentations for variety of purposes and

audiences

2. Review and revise communications to improve accuracy and clarity

3. Exchange information, questions, and ideas while recognizing the perspectives of

others

4. Present perceptions and ideas regarding works of the arts, humanities, and sciences

5. Perform or produce works in the fine and practical arts

6. Apply communication techniques to the job search and to the workplace

7. Use technological tools to exchange information and ideas

Goal 3: Students in Missouri public schools will acquire the knowledge and skills to recognize

and solve problems.


1. Identify problems and define their scope and elements

2. Develop and apply strategies based on ways others have prevented or solved problems

3. Develop and apply strategies based on one’s own experience in preventing or solving

problems

4. Evaluate the processes used in recognizing and solving problems

5. Reason inductively from a set of specific facts and deductively from general premises

6. Examine problems and proposed solutions from multiple perspectives

7. Evaluate the extent to which a strategy addresses the problem

8. Assess costs, benefits, and other consequences of proposed solution

Goal 4: Students in Missouri public schools will acquire the knowledge and Notes skills to make

decisions and act as responsible members of society.


1. Explain reasoning and identify information used to support decisions

2. Understand and apply the rights and responsibilities of citizenship in Missouri and the

United States

3. Analyze the duties and responsibilities of individuals in societies

4. Recognize and practice honesty and integrity in academic work and in the workplace

5. Develop, monitor, and revise plans of action to meet deadlines and accomplish goals

6. Identify tasks that require a coordinated effort and work with others to complete those

tasks

7. Identify and apply practices that preserve and enhance the safety and health of self and

others

8. Explore, prepare for, and seek educational and job opportunities

KNOWLEDGE STANDARDS

Mathematics

In mathematics, students in Missouri public schools will acquire a solid foundation which

includes knowledge of

1. Addition, subtraction, multiplication, and division; other number sense, including

numeration and estimation; and the application of these operations and concepts in the

workplace, and other situations

2. Geometric and spatial sense involving measurement (including length, area, volume),

trigonometry, and similarity and transformations of shapes

3. Data analysis, probability, and statistics

4. Patterns and relationships within and among functions and algebraic, geometric, and

trigonometric concepts

5. Mathematical systems (including real numbers, whole numbers, integers, fractions),

geometry, and number theory (including primes, factors, multiples)

6. Discrete mathematics (such as graph theory, counting techniques, matrices)

K-4 Mathematics Curriculum - Schoolwires

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Transcript of K-4 Mathematics Curriculum - Schoolwires